For secondary outreach programs to meet the goals of enhancing science education and attracting future scientists from underrepresented populations, we need an inclusive approach that integrates students' knowledge and experiences in the process of doing science. I present three pedagogical tools designed by developing equitable, inclusive collaboration among microbiologist outreach mentors and high school biology students. These activities aim to foster a sense of belonging in a scientific community and serve as an entry point to the practice of inclusion. Over a one-semester course at an alternative high school, ten secondary students and their scientist mentors met weekly to design and conduct microbiology experiments together. This group of students and scientists participated in structured collaborative learning activities to: i) understand each other's ideas about science; ii) collectively analyze their research findings; and iii) offer peer feedback. I modified the following three learning tools for use in my secondary science classroom from protocols of the National School Reform Faculty: 1) the Quotes Introduction Activity set the stage for equitable discourse between high school students and scientist mentors, while initiating important conversations about the process of biological research; 2) the Data Analysis Protocol allowed both students and mentors to contribute to the scientific process; and 3) the Feedback Carousel Activity engaged students and scientists alike in reviewing and refining poster presentations. This inclusive engagement in the social aspects of learning science can help students feel a sense of belonging and imagine their futures in the scientific community, key steps towards inclusion. The supportive system of structured feedback in these collaborative learning activities created a safe, inclusive space for secondary students to try on the role of microbiology expert, and for scientist volunteers to practice inclusive mentorship. Drawing from inclusive pedagogical tools in secondary education will help expand our capacity for inclusive science outreach and bring us closer to the goals of improving biology education and attracting future biologists at the university level.

中文翻译：

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旨在促进包容性参与和归属于微生物外展合作伙伴关系的协作学习工具。

对于中学外展计划，以实现加强科学教育并吸引代表性不足人群的未来科学家的目标，我们需要一种包容性的方法，将学生在科学过程中的知识和经验整合在一起。我介绍了三种教学方法，这些方法是通过在微生物学家外联导师和高中生物学学生之间发展公平，包容的协作而设计的。这些活动旨在培养在科学界的归属感，并成为包容性实践的切入点。在另一所高中的一学期课程中，十名中学生及其科学家导师每周开会，共同设计和进行微生物学实验。这组学生和科学家参加了有组织的协作学习活动，以：i）了解彼此关于科学的观点；ii）集体分析他们的研究结果；iii）提供同行反馈。根据国家学校改革学院的协议，我修改了以下三种学习工具用于我的中学科学课堂：1）行情介绍活动为高中学生与科学家导师之间的公平对话奠定了基础，同时启动了有关该过程的重要对话生物学研究；2）数据分析协议允许学生和导师都为科学过程做出贡献；和3）反馈轮播活动吸引了学生和科学家共同审查和完善海报展示。学习科学的社会方面的这种包容性参与可以帮助学生感受到归属感，并想象他们在科学界的未来，这是实现包容性的关键步骤。在这些协作学习活动中，结构化反馈的支持系统为中学生尝试微生物专家的作用以及科学家志愿者实施包容性指导提供了一个安全，包容的空间。利用中学教育中的包容性教学工具将有助于扩大我们的包容性科学推广能力，并使我们更接近改善生物学教育和吸引大学未来生物学家的目标。包容性空间，供中学生尝试微生物专家的作用，并让科学家志愿者实践包容性指导。利用中学教育中的包容性教学工具将有助于扩大我们的包容性科学推广能力，并使我们更接近改善生物学教育和吸引大学未来生物学家的目标。包容性空间，让中学生尝试微生物专家的作用，让科学家志愿者实践包容性导师制。利用中学教育中的包容性教学工具将有助于扩大我们的包容性科学推广能力，并使我们更接近改善生物学教育和吸引大学未来生物学家的目标。