The Pharmacology Education Partnership

产品说明： 在过去的4年里，我们进行了一项非常成功的科学研究， 科学家/教育家（The）之间的教育合作伙伴关系（由NIDA资助） 首席研究员）和高中化学老师（博士迈拉哈尔平）。 我们合作的总体目标是帮助高中生学习 生物学和化学更好地通过提出的背景下的基本概念， 药理学（例如药物滥用）。老师和学生的测试结果 他们是杰出的，导致我们继续我们的伙伴关系，使我们的计划， 甚至更好在这里，我们提出了一个新的研究计划，修改根据我们的 过去的经验，生产和提供我们的教学计划，以高 学校生物和化学学生使用当前的技术。我们将 为高中教师开发额外的教学模块， 基本的生物学和化学概念，利用药物使用和滥用的科学， 相关的上下文。具体而言，我们有以下目标：1）发展 一个由10个模块组成的教学计划， 生物学和化学来描述药物在体内的作用。2)建立一个 互动网站供师生使用 模块在现场测试。3)招聘- 300高中生物和 全国的化学教师对这些模块进行实地测试。教师将 随机分为实验组和“等待名单”对照组。四、 举办两种类型的教师培训讲习班; NSTA和NCSTA年度会议和6小时双向视频研讨会， NC科学与数学学院（NCSSM）之间的同步广播， 在美国各地选择的学区。在高中的时候， 生物和化学教师将获得科学内容的背景知识 并与科学家合作设计补充活动。5)实地测试 模块。教师在参加工作坊后， 在高中的生物和化学课上。6)确定方案？S 通过对教师的评价，？和学生？经验学生 实验组和候补对照组将给予 包含基础生物学和化学问题的期末考试 知识，以及有关毒品的先进知识。教师将接受测试 在研讨会之前和之后对药理学知识进行培训，并再培训1年 后7)为出版和传播《联合国可持续发展报告》 互动网站和光盘上的模块。应用生物学 和化学对药物使用的重要性， 这些科学在“日常生活”，并帮助学生了解如何药物 影响他们的身体根据我们以前的研究， 学生也能更好地学习科学！

DESCRIPTION: During the past 4 years, we have carried out a very successful science education partnership (funded by NIDA) between a scientist/educator (the Principal Investigator) and a high school chemistry teacher (Dr. Myra Halpin). The overall objective of our partnership was to help high school students learn biology and chemistry better by presenting basic concepts within the context of pharmacology (e.g. drug abuse). The results of the teacher and student testing were outstanding, leading us to continue our partnership to make our program even better. Here we present a new research plan, modified according to our past experience, to produce and deliver our instructional program to high school biology and chemistry students using current technologies. We will develop additional instructional modules for high school teachers to reinforce basic biology and chemistry concepts using the science of drug use and abuse as a relevant context. Specifically, we have the following objectives: 1) Develop an instructional program consisting of 10 modules that use principles of biology and chemistry to describe the actions of drugs in the body. 2) Build an interactive website for teachers and students to access the pharmacology modules during the field-testing. 3) Recruit - 300 high school biology and chemistry teachers nationwide to field-test the modules. Teachers will be randomized to an experimental group and a "wait-listed" control group. 4) Conduct 2 types of teacher training workshops; a 6-hour on-site workshop at the annual NSTA and NCSTA meetings and a 6-hour two-way video workshop with simultaneous broadcast between the NC School of Science and Math (NCSSM) and selected school districts throughout the US. In the workshops, high school biology and chemistry teachers will obtain background for the science content and work with scientists to design supplemental activities. 5) Field-test the modules. After participating in the workshops, teachers use the modules in biology and chemistry classes at their high schools. 6) Determine the program?s outcomes by evaluating the teachers? and students? experiences. Students in the wait-listed control group and the experimental groups will be given end-of-course tests containing questions of basic biology and chemistry knowledge, as well as advanced knowledge about drugs. Teachers will be tested on pharmacology knowledge before and after the workshop, and again 1 year later. 7) Make final revisions for the publication and dissemination of the modules on the interactive website and the CDROM. The application of biology and chemistry to drug use should stimulate thinking about the importance of these sciences in "every day life" and help students understand how drugs actually work and affect their bodies. Based on our previous study, the students learn science better too!