Abstract：
OBJECTIVE: We describe new curriculum materials for engaging secondary school students in exploring the \"big data\" in the NIH All of Us Research Program\'s Public Data Browser and the co-design processes used to collaboratively develop the materials. We also describe the methods used to develop and validate assessment items for studying the efficacy of the materials for student learning as well as preliminary findings from these studies.
METHODS: Secondary-level biology teachers from across the United States participated in a 2.5-day Co-design Summer Institute. After learning about the All of Us Research Program and its Data Browser, they collaboratively developed learning objectives and initial ideas for learning experiences related to exploring the Data Browser and big data. The Genetic Science Learning Center team at the University of Utah further developed the educators\' ideas. Additional teachers and their students participated in classroom pilot studies to validate a 22-item instrument that assesses students\' knowledge. Educators completed surveys about the materials and their experiences.
RESULTS: The \"Exploring Big Data with the All of Us Data Browser\" curriculum module includes 3 data exploration guides that engage students in using the Data Browser, 3 related multimedia pieces, and teacher support materials. Pilot testing showed substantial growth in students\' understanding of key big data concepts and research applications.
CONCLUSIONS: Our co-design process provides a model for educator engagement. The new curriculum module serves as a model for introducing secondary students to big data and precision medicine research by exploring diverse real-world datasets.
METHODS: Secondary-level biology teachers from across the United States participated in a 2.5-day Co-design Summer Institute. After learning about the All of Us Research Program and its Data Browser, they collaboratively developed learning objectives and initial ideas for learning experiences related to exploring the Data Browser and big data. The Genetic Science Learning Center team at the University of Utah further developed the educators\' ideas. Additional teachers and their students participated in classroom pilot studies to validate a 22-item instrument that assesses students\' knowledge. Educators completed surveys about the materials and their experiences.
RESULTS: The \"Exploring Big Data with the All of Us Data Browser\" curriculum module includes 3 data exploration guides that engage students in using the Data Browser, 3 related multimedia pieces, and teacher support materials. Pilot testing showed substantial growth in students\' understanding of key big data concepts and research applications.
CONCLUSIONS: Our co-design process provides a model for educator engagement. The new curriculum module serves as a model for introducing secondary students to big data and precision medicine research by exploring diverse real-world datasets.
摘要：
目的：我们描述了新的课程材料，以吸引中学生在NIHAllofUsResearchProgram的公共数据浏览器中探索“大数据”，以及用于合作开发材料的共同设计过程。我们还描述了用于开发和验证评估项目的方法，以研究学生学习材料的有效性以及这些研究的初步发现。
方法：来自美国各地的二级生物学教师参加了为期2.5天的联合设计夏季学院。在了解了我们所有的研究计划及其数据浏览器之后，他们合作开发了与探索数据浏览器和大数据相关的学习体验的学习目标和初步想法。犹他大学的遗传科学学习中心团队进一步发展了教育者的想法。其他教师及其学生参加了课堂试点研究，以验证评估学生知识的22项工具。教育工作者完成了有关材料及其经验的调查。
结果：“使用我们所有人的数据浏览器探索大数据”课程模块包括3个数据探索指南，吸引学生使用数据浏览器，3个相关的多媒体作品，和教师支持材料。试点测试表明，学生对关键大数据概念和研究应用的理解大幅增长。
结论：我们的共同设计过程为教育工作者的参与提供了一个模型。新课程模块作为一个模型，通过探索不同的现实世界数据集，向中学生介绍大数据和精准医学研究。
方法：来自美国各地的二级生物学教师参加了为期2.5天的联合设计夏季学院。在了解了我们所有的研究计划及其数据浏览器之后，他们合作开发了与探索数据浏览器和大数据相关的学习体验的学习目标和初步想法。犹他大学的遗传科学学习中心团队进一步发展了教育者的想法。其他教师及其学生参加了课堂试点研究，以验证评估学生知识的22项工具。教育工作者完成了有关材料及其经验的调查。
结果：“使用我们所有人的数据浏览器探索大数据”课程模块包括3个数据探索指南，吸引学生使用数据浏览器，3个相关的多媒体作品，和教师支持材料。试点测试表明，学生对关键大数据概念和研究应用的理解大幅增长。
结论：我们的共同设计过程为教育工作者的参与提供了一个模型。新课程模块作为一个模型，通过探索不同的现实世界数据集，向中学生介绍大数据和精准医学研究。
