A Project-Centric Course on Cyberinfrastructure to Support High School STEM Education
Daphne Rainey, Lisa Coyne, Jason Gibson, Stephen Cammer, Julie Schulman, Betsy Tretola, Oswald Crasta
Recent rapid advances in information technology pose
new challenges for teachers in the Science, Technology,
Engineering, and Mathematics (STEM) fields to
incorporate the latest knowledge and technical expertise
into courses in a way that will be applicable to students as
future scientists. A demonstration project was designed,
developed, and deployed by university faculty and high
school teachers for their students to explore the use of the
components of cyberinfrastructure. The project explored
the introduction of cyberinfrastructure through the use of
bioinformatics and the use of team science. This paper
describes the high school course that was deployed at
Galileo Magnet High School (GMHS) in collaboration
with the scientists at Virginia Tech University, and
details its overall assessment. Implementation of a
project-centric teaching paradigm to engage students in
applying the concepts of cyberinfrastructure by
integrating the disciplines of biology, computer science,
mathematics, and statistics through bioinformatics was an
integral part of this study. Full Text
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