Discovering Biology: The Process of Learning, the Process of Science

发现生物学：学习的过程，科学的过程

• 批准号: 9150782
• 负责人: Joel Hagen
• 金额: $ 10.97万
• 依托单位: Radford University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1991
• 资助国家: 美国
• 起止时间: 1991-09-01 至 1994-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9150782&HistoricalAwards=false
• 关键词: Discovering; Biology; Process; Learning; Science

A new introductory biology course that begins the training of biology majors and meets the general education science requirement for non-majors. Significant biological content is presented within the following pedagogical framework. First, students are introduced to the fundamental methodological and philosophical principles of science, including: controlled experiments, analysis of historical evidence, modeling and simulation, drawing correlations, statistical inference, and reasoning by analogy. Second, students are introduced to the history of biology, to provide them with an appreciation for how scientific discoveries have actually been made, and provide insights into how contemporary scientists go about their work. Third, students consider the social context of science, because if students are to think critically about the important scientific issues of today, they must realize that science interacts with other social institutions in complex ways. Fourth, students learn about science by doing science. The laboratory portion of the course is designed to give students hands-on experience with research techniques. Students learn to identify research problems, formulate hypotheses, design methods of testing, analyze assumptions, interpret results, and present findings for peer review. Fifth, students are given the opportunity to develop the thinking and communication skills that are the hallmarks of the educated individual. This framework produces greater understanding of biological concepts and provides intellectual tools for life-long learning.

一门新的生物学入门课程， 生物学专业，符合通识教育科学 非专业的要求。 重要的生物学内容是 在下面的教学框架内提出。 第一、 向学生介绍基本方法， 科学的哲学原理，包括：控制 实验，历史证据分析，建模和 模拟，绘图相关性，统计推断，以及 类比推理 第二，向学生介绍 生物学史，让他们了解 科学发现是如何产生的， 对当代科学家如何开展工作的深刻见解。 第三，学生考虑科学的社会背景，因为 如果学生要批判性地思考 今天的科学问题，他们必须认识到， 以复杂的方式与其他社会机构相互作用。 第四，学生通过做科学来学习科学。 的 课程的实验部分旨在让学生 研究技术的实践经验。 学生学习 确定研究问题，提出假设，设计 测试方法，分析假设，解释结果， 提交研究结果供同行审查。 第五，给予学生 发展思维和沟通的机会 这些技能是受过教育的人的标志。 这 框架使人们对生物学概念有了更深的理解 并为终身学习提供智力工具。