This project will implement a long-term strategy for upgrading the teaching of contemporary genetics in grades 7-12 throughout the region in and near the state of Kansas. Thirty teachers per year will be involved with practical, hands-on classroom activities which draw upon the state-of-the-art laboratory technology that has been developed by mentor teachers working in collaboration with scientist in their research laboratories. Five mentor teachers per year, research scientists, and a research technician with experience in science education together with a science educator will comprise the instructional team that will teach these activities to other well-prepared teachers and some less well-prepared teachers in 2 three-week summer workshops on the campus of Kansas State University during the summers of 1990 and 1991. Workshops will use an effective, well-tested format that stresses individual mastery of simple lab techniques, updating content knowledge and effective strategies. Topics include genetics of yeast, plants (including fast plants) and flour beetles and the biological effect of radiation on these species. In addition to their work in the development and refinement of the activities, the mentor teachers will work with the participants during the summer workshop and the academic year. The small ratio of mentor teachers to participants will facilitate close cooperation and reinforcement of the workshop objectives. Mentor teachers will be chosen from the same geographical regions as are participants to ensure the availability of their expertise. The use of microcomputers will be an integral component of the project both for data analysis and for subsequent networking among the teachers in the follow-up phase of the project. An existing on-going computer bulletin board-electronic mail network, teleconferences and a final weekend conference at a professional meeting (e.g. NSTA) will facilitate and ensure an ongoing relationship among the participants, the project staff and the University researchers. Objective and subjective assessment methods will be used to evaluate both the effectiveness of the training and educating of teachers and the strengths and weaknesses of this model of development and dissemination of innovative science activities in the topic areas that are not generally included in secondary biology. Cost-sharing from The University and the cooperating school districts amounts to approximately 30% of the NSF request for funds.
