A New General-Education Biology Course: An Integrated Approach

新的通识教育生物学课程：综合方法

• 批准号: 9752402
• 负责人: Donald French
• 金额: $ 20万
• 依托单位: Oklahoma State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-01-01 至 2000-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9752402&HistoricalAwards=false
• 关键词: New; General; Education; Biology; Course

This introductory biology course is designed to serve both majors and non-majors, with particular attention to those students preparing to be teachers. Students are involved in collaborative and investigative work in both lecture and laboratory. Students are introduced to concepts in context through seven to fifteen scenarios based on popular issues or current research conducted at OSU. In lecture, students work collaboratively, making observations, formulating hypotheses, answering questions, and solving problems stemming from the scenarios. An extensive set of multimedia materials and demonstrations present and define the scenarios for the students. Newly developed laboratories help students solve or explain the scenarios presented in lecture. Students conduct pre-laboratory activities in a Learning Resources Center and on the WWW allowing the full use of laboratory time for designing and conducting experiments. Computers are used to collect and analyze data and produce team reports in each laboratory. Approximately 900 students will be affected each year, including 150-200 lower division K-12 education majors and a dozen upper-division science-education majors acting as group facilitators. The impact of the course is being examined via the use of test scores, attitude surveys, direct observation of students, and interviews with students and faculty. Data is collected at the beginning, during, and at the end of each semester and about students taking subsequent courses.

这门生物学入门课程是为专业和非专业学生设计的，特别关注那些准备当老师的学生。学生在课堂和实验室中都参与了协作和调查工作。根据俄亥俄州立大学的流行问题或当前的研究，通过七到十五个情景向学生介绍上下文中的概念。在讲课中，学生们合作进行，观察，提出假设，回答问题，并解决情景中产生的问题。大量的多媒体材料和演示为学生提供并定义了场景。新开发的实验室帮助学生解决或解释课程中提出的情景。学生在学习资源中心和万维网上开展实验前活动，充分利用实验室时间设计和进行实验。计算机被用来收集和分析数据，并在每个实验室生成团队报告。每年大约有900名学生受到影响，其中包括150-200名低级K-12教育专业的学生和十几名担任小组辅导员的高级科教专业的学生。通过使用考试成绩、态度调查、对学生的直接观察以及对学生和教职员工的采访来检验这门课程的影响。数据收集在每个学期的开始、期间和结束时，以及关于学生参加后续课程的数据。