A Modular Integrated Laboratory for Introductory Biology

生物学入门的模块化综合实验室

• 批准号: 9155953
• 负责人: Elizabeth Godrick
• 金额: --
• 依托单位: Trustees of Boston University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-03-15 至 1994-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9155953&HistoricalAwards=false
• 关键词: Modular; Integrated; Laboratory; Introductory; Biology

This project proposes to alter the philosophy and approach to laboratory training in biology at the introductory level. Changes in the laboratory component in the first semester of a two-semester sequence will allow students to participate in a small number of non-traditional, investigative laboratories in evolutionary, environmental and behavioral biology. Each module directly relates to and prepares science majors for modern research-oriented upper-division courses. The intent of these modules is to (1) expose students to basic questions in biology, (2) give direct experience with scientific methods including statistical analysis and use of modern research technologies, and (3) increase expertise in evaluating primary, as well as secondary publications in science. During the final week of each module students will interpret data and draw conclusions and in selected modules will design their own original investigations based on previous experimentation, observation and data collection. This project more clearly parallels modern research than the traditional weekly menu- driven laboratory. The time/space flexibilities and increased student/faculty/staff contact will accommodate individualized learning and will address the needs of a student cohort with disparate secondary school educations and socioeconomic backgrounds.

该项目建议在入门阶段改变生物学实验室培训的理念和方法。在两个学期序列的第一个学期中，实验室组成部分的变化将允许学生参加少数非传统的、研究进化、环境和行为生物学的实验室。每个模块都与理科专业直接相关，并为现代研究型高级课程做好准备。这些单元的目的是(1)让学生接触生物学的基本问题，(2)让学生直接体验科学方法，包括统计分析和现代研究技术的使用，以及(3)增加评估初级和次级科学出版物的专门知识。在每个模块的最后一周，学生将解读数据并得出结论，在选定的模块中，学生将根据先前的实验、观察和数据收集设计自己的原始调查。与传统的每周菜单驱动的实验室相比，这个项目更明显地与现代研究相似。时间/空间的灵活性和更多的学生/教职员工接触将适应个性化学习，并将满足不同中学教育和社会经济背景的学生群体的需求。