Longitudual Comparison Study of Long-term Effects of Active and Investigative Learning in Introductory Biology

生物学导论中主动学习和研究性学习的长期效果的纵向比较研究

• 批准号: 9815007
• 负责人: Phillip Sokolove
• 金额: $ 41.48万
• 依托单位: University of Maryland Baltimore County
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-01-01 至 2001-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9815007&HistoricalAwards=false
• 关键词: Longitudual; Comparison; Study; Long; term

The research focus of this proposal is the impact of innovative and widelyadvocated methods of teaching introductory biology on a broad sample ofUMBC undergraduates. A 2X2 longitudinal study is proposed to examinewhether early exposure to student-centered, active-learning classes andinvestigative laboratories in introductory biology makes a difference overmultiple years with respect to students' achievement, attrition, andattitudes and beliefs toward and about the nature of science. Students whoregister for class and laboratory sections (class and lab are separatecourses) experience one of four pairings of lecture and lab (for example,traditional lecture/investigative lab, active-learning lecture/tradtionallab, etc.). The question is whether long-term outcomes differsignificantly depending on which class/laboratory combination studentsexperience.

这项建议的研究重点是创新的和广泛倡导的入门生物学教学方法对密歇根大学本科生的影响。一项2X2的纵向研究被提出，以检验早期接触以学生为中心的、主动学习的课堂和生物学概论实验室的调查实验室，是否会在多年的时间里对学生的成就、自然损耗、学习倾向和对科学本质的信念产生影响。注册了课堂和实验室部分的学生(课堂和实验室是分开的课程)体验四种课程中的一种(例如，传统的讲座/调查实验室、主动学习的讲座/传统实验室等)。问题是，长期结果是否会根据学生的班级/实验室组合经验而显著不同。