National educational organizations have called upon scientists to become involved in K–12 education reform. From sporadic interaction with students to more sustained partnerships with teachers, the engagement of scientists takes many forms. In this case, scientists from the American Society of Human Genetics (ASHG), the Genetics Society of America (GSA), and the National Society of Genetic Counselors (NSGC) have partnered to organize an essay contest for high school students as part of the activities surrounding National DNA Day. We describe a systematic analysis of 500 of 2443 total essays submitted in response to this contest over 2 years. Our analysis reveals the nature of student misconceptions in genetics, the possible sources of these misconceptions, and potential ways to galvanize genetics education. Innovations in Teaching and Learning Genetics Edited by Patricia J. Pukkila
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机译:国家教育组织呼吁科学家参与K-12教育改革。从与学生的零星互动到与老师的更持久的伙伴关系,科学家的参与有多种形式。在这种情况下,来自美国人类遗传学会(ASHG),美国遗传学会(GSA)和国家遗传咨询师学会(NSGC)的科学家合作组织了一次针对高中生的论文竞赛,作为该竞赛的一部分。国家DNA日周围的活动。我们描述了2年中针对此竞赛提交的250篇总论文中的500篇的系统分析。我们的分析揭示了学生对遗传学的误解的性质,这些误解的可能根源以及激发遗传学教育的潜在途径。 Patricia J. Pukkila编辑的遗传学教与学创新
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机译:BUZZ-YO-CHILD是一种袋装标签设备,其发明目的是在上学期间协助学生和家长。本发明将有助于使交通平稳地流过停靠降落区。大多数学校目前在放学期间面临许多问题,包括交通拥堵,学生坐在阳光下以及猜测父母何时开车经过。 Buzz Yo Child将在学校Wi-Fi系统上运行,并且家长将具有Buzz-Yo-Child应用程序,以将蜂鸣器警报发送到行李牌,以警告学生其父母在排队等候接送。