Gene U: Inquiry-based Genomics Learning Experiences for Teachers and Students

描述(申请人提供)：遗传学和基因组学的进步可能为与粮食生产、环境保护、能源生产和改善人类健康有关的世界性挑战提供以前无法想象的解决方案。然而，许多学生和成年人缺乏在健康背景下寻找和应用遗传学和基因组学信息所必需的基本知识。此外，许多初中生和高中生没有培养科学和健康素养的学校学习经历，也没有培养对相关职业兴趣的学校学习经历。为了帮助解决这些教育差距和挑战，GenU将为初中和早期高中受众开发、评估和传播新的科学和健康教学资源--重点放在遗传学和基因组学的新兴领域。主题的例子包括：环境在调节多基因表达中的作用，家族史在了解风险和疾病易感性方面的重要性，微生物在人体和体内的重要性和遗传变异性，以及遗传学研究如何促进神经生物学的理解。基础、临床和转化性研究的伦理考虑和生物医学过程将贯穿整个教学资源。该项目将贝勒医学院和埃默里大学与当地教育机构合作，并包括具有广泛教育和科学专业知识的合作者。该计划模式将在两个不同的城市地区实施和评估，这些地区的少数民族学生和经济困难学生的入学率较高。项目的具体目标是：1)招募和支持国家教师领导团队，他们将与科学家、临床医生和教育工作者合作开发三个科学与健康探究补充课程模块，旨在提供3-6周的探究式教学；2)与项目合作伙伴合作，在两个大城市地点使用匹配的比较小组研究设计，连续实地测试每个课程模块和辅助材料；3)根据现场测试结果修改模块和辅助材料；并开发基于网络的工具--如论坛、在线视频演示和可下载的教学材料--为教师创建一个动态的、基于网络的课程和专业发展资源；4)通过现有的高流量网站BioEd Online(www.Bioedonline.org)和K8 Science(www.k8Science ence.org)，以及通过伙伴网站的其他更传统的途径，传播课程和相关资源--课程演示、教师专业发展课程、学生活动和材料。将对项目的所有方面进行形式化和总结性的评估，以衡量(1)交付和实施项目组成部分的质量和效果，以及(2)提供给教师和学生的经验的整体价值。

DESCRIPTION (provided by applicant): Advances in genetics and genomics may offer previously unimaginable solutions to worldwide challenges related to food production, protection of the environment, energy production and improvement of human health. Yet many students and adults lack fundamental understandings necessary to find and apply genetics and genomics information in a health context. In addition, many middle and high school students do not have school learning experiences that develop science and health literacy, or that build interest in related careers. To help address these educational disparities and challenges, Gene U will develop, evaluate and disseminate new science and health teaching resources for middle and early high school audiences--focused on emerging areas in genetics and genomics. Examples of topics include: role of environment in modulating polygenic expression, importance of family history in understanding risk and disease susceptibility, significance and genetic variability of the microorganisms on and within the human body, and how genetics research is advancing neurobiology understanding. Ethical considerations and biomedical processes for basic, clinical and translational research will be woven throughout the teaching resources. The project teams Baylor College of Medicine and Emory University with local education agencies, and includes collaborators with a wide range of educational and scientific expertise. The program model will be implemented and evaluated in two different urban areas with high enrollments of underrepresented minority and economically disadvantaged students. Project specific aims are to: 1) recruit and support a national team of teacher leaders, who will work together and with scientists, clinicians and educators to develop three science and health inquiry supplementary curriculum modules, designed to provide 3-6 weeks of inquiry-based instruction; 2) successively field test each curriculum module and supporting materials, in collaboration with project partners, in two large urban locations, using a well-matched comparison group study design; 3) revise the modules and supporting materials based on field test outcomes; and develop web-based tools--such as forums, streaming video lesson demonstrations and downloadable teaching materials--to create a dynamic, web-based curricular and professional development resource for teachers; 4) disseminate the curriculum and related resources--lesson demonstrations, teacher professional development sessions, and student activities and materials--via the established, high traffic websites, BioEd Online (www.bioedonline.org) and K8 Science (www.k8science.org), and through other, more traditional pathways at the partner sites. All aspects of the project will be evaluated, both formatively and summatively to gauge (1) the quality and effectiveness with which project components are delivered and implemented, and (2) the overall value of the experiences provided to teachers and students.