Journal of STEM outreach最新文献_第6页

Creating a Culture of Youth as Co-Researchers: The Kickoff of a Year-Long STEM Pipeline Program. 创建青年共同研究者文化：为期一年的 STEM 培养计划启动仪式。

Journal of STEM outreach Pub Date : 2020-01-01 Epub Date: 2020-02-18 DOI: 10.15695/jstem/v3i1.02

Farrah Jacquez, Lisa Vaughn, Alicia Boards, Alice Deters, Jody Wells, Kathie Maynard

{"title":"Creating a Culture of Youth as Co-Researchers: The Kickoff of a Year-Long STEM Pipeline Program.","authors":"Farrah Jacquez, Lisa Vaughn, Alicia Boards, Alice Deters, Jody Wells, Kathie Maynard","doi":"10.15695/jstem/v3i1.02","DOIUrl":"10.15695/jstem/v3i1.02","url":null,"abstract":"STEM pipeline programs often include research experiences for youth, but fewer focus on youth as shared decision-makers or leaders in research efforts. Youth participatory action research (YPAR) and community-based participatory research (CBPR) orientations suggest that the quality and relevance of research will benefit from youth partnership. Because youth do not traditionally have the opportunity to serve in this type of leadership capacity, STEM pipeline programs that wish to elevate the role of youth in research must create a new culture of co-creation that upends the traditional pedagogical models adolescents experience in high school. We present Research Kickoff as a strategy to engage youth as co-researchers from their very first experience in a year-long STEM pipeline program. We designed activities around a framework consisting of six components: content, process, voice, network, engagement, and culture. Each of the six components of our framework are represented in a series of activities that include participatory research processes, inviting collaboration and valuing diverse expertise, and relationship building. To inform future programs interested in engaging youth as co-researchers, we detail the iterative development of Research Kickoff over two cohorts and describe how it serves to engage youth as change agents from the first touch.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8092354/pdf/nihms-1613097.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38950526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Near Peer Mentors to Address Socio-Emotional Issues Among Underrepresented Minority High School Students in Research Intensive STEM Programs: Perceptions of Students and Mentors. 在研究密集型科学、技术和工程学课程中，近距离朋辈辅导员解决少数族裔中学生的社会情感问题：学生和导师的看法。

Journal of STEM outreach Pub Date : 2020-01-01 Epub Date: 2020-05-14 DOI: 10.15695/jstem/v3i1.06

Kelli Qua, Otis Pinkard, Emma C Kundracik, Diana Ramirez-Bergeron, Nathan A Berger

{"title":"Near Peer Mentors to Address Socio-Emotional Issues Among Underrepresented Minority High School Students in Research Intensive STEM Programs: Perceptions of Students and Mentors.","authors":"Kelli Qua, Otis Pinkard, Emma C Kundracik, Diana Ramirez-Bergeron, Nathan A Berger","doi":"10.15695/jstem/v3i1.06","DOIUrl":"10.15695/jstem/v3i1.06","url":null,"abstract":"A Near Peer Mentoring Program (NPMP) was developed in which Medical Student Training Program (MSTP) students met weekly with small groups of high school students who were participating in an intensive summer biomedical research immersion program. The goal of the NPMP was to provide and engage the high school students with opportunities to express and discuss their research and more importantly, their stresses and concerns. After initial reservations, the NPMP provided a comfortable venue for high school students to engage in discussions of both laboratory and personal topics. Overall, their concerns and stresses were expressed in five categories: 1) College Preparation, 2) Preparation for MD and PhD Training and Careers, 3) Summer Research Programmatic Issues and Laboratory Social Structure, 4) Social Issues, and 5) Health and Wellness. High school students identified the following major factors as contributing to programmatic success: relatability, role models, comfort and approachability, organization, and mentor fit. The Near Peer Mentoring initiative revealed the need for STEM and other programs targeting academic success and career development to be alert to social and emotional concerns of students and to provide opportunities for their expression, discussion and guidance.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8294633/pdf/nihms-1715784.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39211828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A COMPARISON OF ACADEMIC PERFORMANCE MEASURES OF HSTA PARTICIPANTS WITH NON-HSTA PARTICIPANTS: IS IT POSSIBLE TO NARROW THE AFRICAN AMERICAN-WHITE ACHIEVEMENT GAP? 高等教育研究计划（HSTA）参与者与非 HSTA 参与者的学业成绩比较：缩小非裔美国人与白人的成绩差距可能吗？

Journal of STEM outreach Pub Date : 2019-12-01 Epub Date: 2019-12-10 DOI: 10.15695/jstem/v2i1.20

Sherron Benson McKendall, Alan McKendall, Ann Chester

{"title":"A COMPARISON OF ACADEMIC PERFORMANCE MEASURES OF HSTA PARTICIPANTS WITH NON-HSTA PARTICIPANTS: IS IT POSSIBLE TO NARROW THE AFRICAN AMERICAN-WHITE ACHIEVEMENT GAP?","authors":"Sherron Benson McKendall, Alan McKendall, Ann Chester","doi":"10.15695/jstem/v2i1.20","DOIUrl":"10.15695/jstem/v2i1.20","url":null,"abstract":"Historically, African American and other underserved students encounter academic challenges in pursuit of a college degree-one of which is their performance on standardized tests. This paper analyzes College Grade Point Averages (CGPAs), ACT Composite (ACTC), and SAT Total (SATT) scores of students who participated in the Health Sciences and Technology Academy (HSTA), an out-of-school-time (OST) program, and Non-HSTA (NHSTA) students attending West Virginia University. Traditionally, OST programs provide academic enrichment to underserved youth to increase their chances for post-secondary entry and success. Two-Way Factorial ANOVA determined if HSTA participants performed better on academic measures than their NHSTA counterparts. The ANOVAs showed statistically significant differences based on Status (HSTA/NHSTA) and Race (African American/White) on the SATT and ACTC. Although not statistically significant, there are favorable outcomes on the CGPA for African American HSTA students comparable to their Non-HSTA counterparts.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7377245/pdf/nihms-1607134.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38194941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing a Scalable STEM Career Development Program for Elementary School-Aged Students. 为小学学龄学生开发可扩展的STEM职业发展计划。

Journal of STEM outreach Pub Date : 2019-12-01 Epub Date: 2019-12-11 DOI: 10.15695/jstem/v2i1.21

Sandra F San Miguel, Lindley McDavid, Loran Carleton Parker, Micha C Simons

{"title":"Developing a Scalable STEM Career Development Program for Elementary School-Aged Students.","authors":"Sandra F San Miguel, Lindley McDavid, Loran Carleton Parker, Micha C Simons","doi":"10.15695/jstem/v2i1.21","DOIUrl":"https://doi.org/10.15695/jstem/v2i1.21","url":null,"abstract":"This article describes an approach to designing a scalable career development curriculum for elementary school students using minimal-cost and readily available resources. Content experts, veterinary medical students, university staff, teachers, community partners, evaluation experts, and a children's book illustrator developed a library of low-cost, culturally responsive, fun, and educationally engaging lessons to expose elementary school-aged students to scientific knowledge and careers in veterinary medicine. The home team piloted and evaluated the approach at a local community center. Teams in eight other states were provided materials to pilot and assess the program. Seven of those teams successfully piloted the program and provided evidence of child engagement. Although models, props, and other costly supplies enhance delivery of Science Technology Engineering and Math lessons, our experience with the delivery of this curriculum was proof of concept that a low-cost curricular model is one strategy to facilitate scaling and sustainability of an engaging veterinary science curriculum.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7204535/pdf/nihms-1063628.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37912864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Genetic Counseling in Middle School Science Club: A Pilot Study. 中学科学社团遗传咨询的初步研究。

Journal of STEM outreach Pub Date : 2019-11-01 Epub Date: 2019-11-19 DOI: 10.15695/jstem/v2i1.19

Allison Hutchinson, Elizabeth McMillan, Emily Griese, Valerie Bares, Quinn Stein, Laurie Daily

{"title":"Genetic Counseling in Middle School Science Club: A Pilot Study.","authors":"Allison Hutchinson, Elizabeth McMillan, Emily Griese, Valerie Bares, Quinn Stein, Laurie Daily","doi":"10.15695/jstem/v2i1.19","DOIUrl":"https://doi.org/10.15695/jstem/v2i1.19","url":null,"abstract":"Compared to demographic data from other healthcare professions, genetic counselors (GCs) are more likely to be Caucasian females. Many current underrepresented in genetic counseling (URGC) professionals in the field found genetic counseling later in their careers due in part to their lack of awareness. A pilot study consisting of equal numbers of male and female sixth grade science club students was conducted to explore the impact that direct teaching might have on students' awareness of and interest in genetic counseling. The analysis used the non-parametric Wilcoxon signed rank test due to the ordinal, Likert-scale data. Results derived from a pre- and post-survey of lesson participants indicated a statistically significant increase in students' perceptions of having a role model in a science career. Efforts to reach local middle school students to highlight genetic counseling as a potential career choice, especially by role models, may add to the continued work being done to increase the diversity of future genetic counseling applicant pools.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8021133/pdf/nihms-1684273.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25567603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Engaging Underrepresented Adolescents in Authentic Scientific Settings: Scientist Role Models and Improving Psychosocial Outcomes. 在真实的科学环境中参与代表性不足的青少年:科学家角色模型和改善社会心理结果。

Journal of STEM outreach Pub Date : 2019-11-01 Epub Date: 2019-11-11 DOI: 10.15695/jstem/v2i1.18

Noé Rubén Chávez, Alexandra Race, Marisa Bowers, Susan Kane, Christopher Sistrunk

{"title":"Engaging Underrepresented Adolescents in Authentic Scientific Settings: Scientist Role Models and Improving Psychosocial Outcomes.","authors":"Noé Rubén Chávez, Alexandra Race, Marisa Bowers, Susan Kane, Christopher Sistrunk","doi":"10.15695/jstem/v2i1.18","DOIUrl":"https://doi.org/10.15695/jstem/v2i1.18","url":null,"abstract":"There is a critical need for more effective comprehensive programs to increase the number of underrepresented minority students pursuing scientific careers. Science education often is fragmented, delivered with single-focused approaches - traditional classroom lectures, or hands-on-activities, or conducting research. The current paper examines a comprehensive biomedical research program that integrated classroom teaching, hands-on-activities, conducting a research study, and mentoring from scientists in authentic scientific settings. We assessed short-term psychosocial outcomes and long-term academic outcomes in the participants, largely underrepresented minority high school students. The psychosocial outcomes assessed pre and post program include: knowledge of science pathways, attitudes toward science, self-efficacy in science, and scientific communication skills. Post-program results showed an increasing trend for knowledge of science pathways, attitudes toward science, and self-efficacy in science. Post-program, students also reported significant increases in feeling they had role models in science. A long-term assessment was conducted examining participating students' college attendance and majoring in a STEM field. The long-term assessment showed that 77% of students were attending college, 79% were majoring in STEM, and 75% were planning to pursue additional higher education. Findings provide evidence for the short-term and long-term benefits of a comprehensive biomedical research program conducted in an authentic scientific setting.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8078839/pdf/nihms-1555158.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38918068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teachers' Perceptions of Using Health Disparities Content to Engage High Schoolers in Urban Communities. 教师对使用健康差异内容吸引城市社区高中生的看法。

Journal of STEM outreach Pub Date : 2019-06-01 Epub Date: 2019-06-21 DOI: 10.15695/jstem/v2i1.11

Megha Ramaswamy, Crystal Lumpkins, Maria Alonso Luaces, Karin Chang, Paula Cupertino

{"title":"Teachers' Perceptions of Using Health Disparities Content to Engage High Schoolers in Urban Communities.","authors":"Megha Ramaswamy, Crystal Lumpkins, Maria Alonso Luaces, Karin Chang, Paula Cupertino","doi":"10.15695/jstem/v2i1.11","DOIUrl":"https://doi.org/10.15695/jstem/v2i1.11","url":null,"abstract":"The objective of this study was to report on teachers' perceptions of using health disparities content to engage high school students in urban communities over the course of a summer health disparities professional development (PD) program. Teachers participated in a three-week, 80-hour summer PD, where they received content on health disparities, met with health disparities researchers, and developed project-based learning units focused on health disparities. To under-stand teachers' perceptions of integrating health disparities content in the classroom, thematic coding was used to analyze data from focus groups collected before and after summer PD for three cohorts of high school teachers in two urban school districts (2016-2018, N=22 teachers). Findings were that: 1) Teachers showed awareness of the social challenges students face, even prior to starting a summer PD on health disparities; 2) Teachers appreciated the role of community engagement and student activism as a solution to health disparities and felt that they would be able to engage students with this material; 3) Teachers needed resources, mostly in the form of community connections, to fully integrate health disparities lessons, with community engagement infused throughout. Findings suggest that teachers are prepared to integrate information about community context in their classes and could be furthered empowered to teach about health disparities with the right community connections and engagement infrastructure.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7516795/pdf/nihms-1041241.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38426551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Engaging the Community through Science Nights: An Elementary School Case Study. 通过科学之夜参与社区:一个小学案例研究。

Journal of STEM outreach Pub Date : 2019-04-01 DOI: 10.15695/jstem/v2i1.06

Rosemary A Riggs, Courtney J White, Tracie Kuenzi, Mika Sifuentes, Shaunna R Garner, Ramon A Gleason, Jennifer Lee, Christine C Ziese, Juliana Berry, Maricela A Garza, Debborah Vann, Chase W Fordtran, Kandi K Grimes, Jodie Gray, Teresa M Evans

{"title":"Engaging the Community through Science Nights: An Elementary School Case Study.","authors":"Rosemary A Riggs, Courtney J White, Tracie Kuenzi, Mika Sifuentes, Shaunna R Garner, Ramon A Gleason, Jennifer Lee, Christine C Ziese, Juliana Berry, Maricela A Garza, Debborah Vann, Chase W Fordtran, Kandi K Grimes, Jodie Gray, Teresa M Evans","doi":"10.15695/jstem/v2i1.06","DOIUrl":"https://doi.org/10.15695/jstem/v2i1.06","url":null,"abstract":"Parental involvement increases K-12 student interest in STEM careers; however, when parents lack confidence in STEM content, or language and cultural barriers exist, parental engagement decreases. The Teacher Enrichment Initiatives (TEI) collects annual teacher feedback regarding the level of parental involvement with students during science nights, which laid the foundation for teachers to develop a science night training. Using qualitative methods, this single-case study follows elementary teachers who participated in the TEI science night training as they implement a Science Night program at a majority-minority elementary school. Data were gathered by TEI staff during the inaugural and third year of the Science Night program showing an increase in attendance from 700 (2016) to 800 (2018) and an increase in parental engagement with their student in STEM-related activities from 46% (2016) to 62% (2018). The data and follow-up summary were used by the case study school teachers to write and secure grants to support an annual Science Night program. This case study suggests Science Nights can be a mechanism to promote parental engagement with their student in hands-on STEM activities. Further, this case study suggests teacher feedback and inclusion in developing a science night model is central to successful implementation of a science night program.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7036285/pdf/nihms-1559897.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37670058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

A High School Level Health and Disease-Focused Biology Curriculum Promotes Higher Level Skills in Nutrition Literacy. 高中阶段以健康和疾病为重点的生物课程可促进更高层次的营养知识技能。

Journal of STEM outreach Pub Date : 2019-01-01 Epub Date: 2019-10-16 DOI: 10.15695/jstem/v2i1.17

Stephanie A Tammen, Karina Meiri, Russel Faux, Berri Jacque

{"title":"A High School Level Health and Disease-Focused Biology Curriculum Promotes Higher Level Skills in Nutrition Literacy.","authors":"Stephanie A Tammen, Karina Meiri, Russel Faux, Berri Jacque","doi":"10.15695/jstem/v2i1.17","DOIUrl":"10.15695/jstem/v2i1.17","url":null,"abstract":"Objective: To determine the efficacy of a high school biology curriculum focused on promoting nutrition literacy skills.Design: High school students participated in a six-week biology curriculum focused on the three subdomains of nutrition literacy: functional use of factual knowledge (FNL); interactive skills in seeking out information (INL); critical interpretation and analysis (CNL). We used a mixed-methods, change-over-time model that leverages longitudinal aspects of instructor practice and students' development. Pre- and posttest measures of FNL, INL and CNL were administered. Students were also given a retrospective pre-post online survey to measure interactive nutrition literacy and self-efficacy towards learning about nutrition topics.Participants: A total of 111 high school 11th and 12th grade students from four sections of a Biology II course participated.Results: Students' overall NL scores improved (P<0.0001) and they also showed gains in each subdomain (FNL, INL and CNL, P<0.0001). Self-efficacy toward learning about nutrition also increased (P<0.0001). Students reported increased communication about the topics with family and peers who were neither classmates or friends (P<0.0001).Conclusions: Participation improved nutrition literacy in each of the subdomains, as well as self-efficacy. Self-efficacy was strongly related to increased communication.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7720909/pdf/nihms-1648177.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38693222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

NeuroLab Research Experiences: Extending the CURE Design Framework into an Informal Science Setting Dedicated to Pre-College STEM Instruction. 神经实验室研究经验:将CURE设计框架扩展到致力于大学预科STEM教学的非正式科学环境中。

Journal of STEM outreach Pub Date : 2019-01-01 Epub Date: 2019-04-25 DOI: 10.15695/jstem/v2i1.08

Ralph Imondi, Kristin M Bass, Ruchita Patel, Linda Santschi

{"title":"NeuroLab Research Experiences: Extending the CURE Design Framework into an Informal Science Setting Dedicated to Pre-College STEM Instruction.","authors":"Ralph Imondi, Kristin M Bass, Ruchita Patel, Linda Santschi","doi":"10.15695/jstem/v2i1.08","DOIUrl":"https://doi.org/10.15695/jstem/v2i1.08","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) represent distinctive learning environments that are organized around a well-articulated design framework aimed at broadening student participation in scientific research. Among the published descriptions of CURE models that are currently available in the education research literature, the vast majority have been implemented in four-year institutions of higher learning with undergraduate students. In this programmatic article, we utilize the CURE design framework to characterize a highly structured instructional intervention that engages upper-level high school students in basic research that bridges comparative functional genomics and developmental neuroscience. Our goal is to demonstrate the feasibility of using the CURE framework as a uniform reference point for other informal science programs aimed at making life science research accessible to younger learners. We conclude by discussing preliminary data on the program's effects on students' self-efficacy for conducting scientific research, collaborative abilities, and understanding of how scientific knowledge is constructed.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7434106/pdf/nihms-1616629.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38300945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0