Interactions with Volunteers at a Day of Hands‐on Physiology Demonstrations Increases Interest in Scientific Careers in a Native American Indian Population of Middle and High School Students
Notice bibliographique
Résumé
Purpose To provide middle and high school students from Nebraska and South Dakota Native American reservations with an interactive and physiology based educational experience and exposure to scientific careers. Methods We partnered with several schools representing middle and high school students from various Native American Indian tribes of Nebraska and South Dakota. Approximately 300 children were bussed in for a day of physiology‐based activities presented by graduate students and faculty. The “Physiology Day” experience included 9 booths focusing on multiple physiological systems. Students spent approximately 25 minutes at the different booths, and each highlighted a different physiological system. Students completed an assessment designed to determine their baseline knowledge and exposure to science as a career prior to engaging in the educational activities. A second assessment was completed following the day of activities to evaluate the effectiveness of the activities to change students’ perceptions and knowledge of physiology. Results Before beginning activities, only 17% of students reported “knowing” a scientist, and this number more than doubled to 44% after interacting with graduate/medical students throughout the event. When students were asked if they “knew anyone that was a healthcare provider” the response pre and post tests were similar (73% vs 76%, respectively). Students were also asked how interested they were in becoming a scientist. At the beginning of the day, almost one quarter (23%) of students indicated that they “did not know” if they were interested in becoming a scientist, which decreased by approximately half (12%) at the end of the day. The proportion of students that indicated that were “very interested” in becoming a scientist increased by 8%. By way of control, students were asked about their interest in health‐related careers by evaluating their interest in working in a hospital or clinic. There was only a 3% decrease in students answering “did not know” to this question in the pre and post‐tests and a 1% decline in students answering “very interested”. Before the activities 64% of students indicated that they believed science to be “very useful”, which increased to 72% of responders following the day of activities. In conclusion, students participating in our physiology‐themed outreach event were able to interact with volunteers at a level sufficient to increase their awareness of individuals that are scientists. Our event also promoted an increased interest in considering a career in science and increased students’ perceptions of the usefulness of science. Support or Funding Information SEPA (RR032178) (OD011071)
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».