Northwest Association for Biomedical Research, Seattle, WA 98119, USA.
CBE Life Sci Educ. 2013 Fall;12(3):441-59. doi: 10.1187/cbe.12-11-0193.
We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre-post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.
我们研究了我们的生物信息技术教师专业发展模式和生物信息学课程对高中生教师和学生认知特质（意识、参与、自我效能和相关性）的影响，这些认知特质通常伴随着对科学、技术、工程和数学（STEM）职业的兴趣发展。该计划包括成人教育的最佳实践和各种资源，使教师能够将 STEM 职业信息融入课堂。入门单元“使用生物信息学进行基因检测”利用生物信息学教授遗传学和分子生物学的基本概念，高级单元“使用生物信息学进行基因研究”则利用生物信息学研究进化，并通过 DNA 条形码支持学生的研究。预-后测调查表明，教师在教授课程和将职业意识融入课堂方面的准备有了显著的增长（n=24），并且这些增长在整个学年结束时都得到了维持。入门单元的学生（n=289）在意识、相关性和自我效能方面有显著的提高。虽然这些学生在参与度方面没有显著提高，但高级单元的学生（n=41）在所有四个认知领域都有提高。在探讨其他希望增加学生对 STEM 职业兴趣的项目建议时，我们探讨了生物信息技术教师培训项目中所获得的经验教训。
