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Impacting the Science Community through Teacher Development: Utilizing Virtual Learning

机译：通过教师发展对科学界产生影响：利用虚拟学习

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摘要

Commitment to the STEM (science, technology, engineering, math) pipeline is slowly declining despite the need for professionals in the medical field. Addressing this, the John A. Burns School of Medicine developed a summer teacher-training program with a supplemental technology-learning component to improve science teachers’ knowledge and skills of Molecular Biology. Subsequently, students’ skills, techniques, and application of molecular biology are impacted. Science teachers require training that will prepare them for educating future professionals and foster interest in the medical field. After participation in the program and full access to the virtual material, twelve high school science teachers completed a final written reflective statement to evaluate their experiences. Using thematic analysis, knowledge and classroom application were investigated in this study. Results were two-fold: teachers identified difference areas of gained knowledge from the teacher-training program and teachers’ reporting various benefits in relation to curricula development after participating in the program. It is concluded that participation in the program and access to the virtual material will impact the science community by updating teacher knowledge and positively influencing students’ experience with science.
机译：尽管需要医疗领域的专业人员，但对STEM（科学，技术，工程，数学）流程的承诺正在逐渐下降。针对这一问题，约翰·伯恩斯医学院（John A. Burns School of Medicine）制定了夏季教师培训计划，其中包含补充技术学习内容，以提高理科教师的分子生物学知识和技能。随后，学生的技能，技术和分子生物学的应用受到影响。理科教师需要接受培训，这将为他们培养未来的专业人员和激发他们对医学领域的兴趣做好准备。参加该计划并完全访问虚拟材料后，十二名中学理科教师完成了最后的书面反思性陈述，以评估他们的经历。使用主题分析，本研究调查了知识和课堂应用。结果有两个方面：教师确定了从教师培训计划中学到的知识的不同领域，并且教师在参加该计划后报告了与课程开发有关的各种好处。结论是，参与计划和访问虚拟材料将通过更新教师知识并积极影响学生的科学经验来影响科学界。

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