Moore C J, May V L, Abusharbain E
Washington University, St. Louis, Missouri, USA.
Acad Med. 1999 Apr;74(4):342-4. doi: 10.1097/00001888-199904000-00019.
The authors describe the Modern Genetics Project, based on a successful hands-on science implementation model that was developed and field-tested in St. Louis area high schools between 1992 and 1998. The project, begun in 1991, features a curriculum enhancement unit, "Modern Genetics for All Students," that combines strong scientific content, hands-on investigations, and human health applications, with reference to developing national and state science-teaching standards for this topic. The unit provides a significantly higher level of hands-on involvement throughout the school year for students than is found in traditional biology classrooms. This project aims to enhance scientific literacy among St. Louis high school students (all grades) of all learning levels and all socioeconomic, racial, and ethnic backgrounds; many of the students using the curriculum are from underrepresented minorities. This long-term project is carried out by a strong partnership among scientists at Washington University, implementation specialists from the Mathematics and Science Education Center of the Cooperating School Districts of St. Louis, project evaluators from Southern Illinois University at Edwardsville, and biology teachers at local high schools. Funding was originally from the National Institutes of Health and is now from the Howard Hughes Medical Institute. In 1998, there were 31 teachers and approximately 3,200 students participating in the project. Both quantitative and qualitative evaluations of the project during the 1995-96 and 1996-97 school years indicate that there were significant gains in knowledge and attitudes among the students of all racial, ethnic, and socioeconomic groups represented, and among both boys and girls.
作者介绍了现代遗传学项目，该项目基于一个成功的实践科学实施模式，此模式于1992年至1998年在圣路易斯地区的高中进行了开发和实地测试。该项目始于1991年，其特色是一个课程强化单元“面向所有学生的现代遗传学”，该单元结合了丰富的科学内容、实践探究以及人类健康应用，并参考了针对该主题制定的国家和州科学教学标准。与传统生物课堂相比，该单元在一学年中为学生提供了更高程度的实践参与。此项目旨在提高圣路易斯所有学习水平、所有社会经济、种族和民族背景的高中生（各年级）的科学素养；许多使用该课程的学生来自代表性不足的少数群体。这个长期项目是由华盛顿大学的科学家、圣路易斯合作学区数学与科学教育中心的实施专家、爱德华兹维尔南伊利诺伊大学的项目评估人员以及当地高中的生物教师之间的紧密合作开展的。资金最初来自美国国立卫生研究院，现在来自霍华德·休斯医学研究所。1998年，有31名教师和约3200名学生参与该项目。对1995 - 96学年和1996 - 97学年该项目的定量和定性评估表明，在所有代表的种族、民族和社会经济群体的学生以及男孩和女孩中，知识和态度都有显著提升。
