Enhancing Dynamic Learning in the Biological Structure and Function (BSCI 20020) Laboratory

增强生物结构和功能的动态学习（BSCI 20020）实验室

• 批准号: 9650741
• 负责人: P Bagavandoss
• 金额: $ 2.49万
• 依托单位: Kent State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-07-15 至 1998-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9650741&HistoricalAwards=false
• 关键词: Enhancing; Dynamic; Learning; Biological; Structure

The goal of the project is to significantly enhance student performance in Structure and Function laboratory. The major objectives are to introduce the nonmajor students to the relevance of modern research techniques to the society at large and to transform the static observation-based laboratories into dynamic participation-oriented sessions. It is critical that students understand the principles of cell function before they can learn about the general physiology and pathophysiology of the human body. Therefore, it is essential that students understand the nature of DNA and proteins. To gain this understanding, students are being introduced to SDS-PAGE, zymography, and agarose gel electrophoresis of DNA. Through these hands-on techniques, students can understand the nature of proteins and develop an insight into and appreciation for recombinant DNA technology. A laboratory on morphogenesis is included and forces the students to synthesize physiological concepts from isolated facts. To enhance student appreciation of form and function, the project is replacing/supplementing memorization-based models with actively learning models such as Maniken and functioning eye and ear models. These models promote cooperative learning and stimulate critical thinking through active experimentation. For efficient use of the limited laboratory time, instructions and demonstrations are given to the entire class with the aid of a visual presenter. For example, the visual presenter enables the instructor to demonstrate the methods of dissection, details of a skull structure, radiographs, angiograms, etc., to every single student in the class at a given time. Of equal importance, the visual presenter enables the students to demonstrate to the entire class what they have learned in a given laboratory. The project enhances student creativity and promotes active student participation. Above all, the students can understand human anatomy and physiology through the eyes of modern science.

该项目的目标是显着提高学生在结构与功能实验室的表现。主要目标是向非专业学生介绍现代研究技术与社会的相关性，并将静态的基于观察的实验室转变为动态的参与式会议。学生在了解人体的一般生理学和病理生理学之前，了解细胞功能的原理是至关重要的。因此，学生必须了解DNA和蛋白质的性质。为了获得这种理解，学生将被介绍给SDS-PAGE，酶谱，和DNA琼脂糖凝胶电泳。通过这些动手技术，学生可以了解蛋白质的性质，并发展对重组DNA技术的洞察和欣赏。包括一个形态发生实验室，迫使学生从孤立的事实合成生理概念。 为了提高学生对形式和功能的欣赏，该项目正在用积极学习的模型（如Maniken和功能性眼耳模型）取代/补充基于记忆的模型。这些模式促进合作学习，并通过积极的实验激发批判性思维。为了有效利用有限的实验室时间，在视觉演示者的帮助下向全班学生提供指导和演示。例如，视觉演示器使教师能够演示解剖方法、颅骨结构的细节、射线照片、血管造影照片等，在给定的时间里给班上的每一个学生。同样重要的是，视觉演示者使学生能够向全班演示他们在给定实验室学到的东西。该项目增强了学生的创造力，促进了学生的积极参与。通过现代科学的眼光，使学生了解人体解剖学和生理学。