Introduction to Inquiry: An Investigative and Integrated Laboratory

作为核心本科课程改革的第一步，生物科学系提出了一个新的主题和发现为基础的实验室，“探究导论”，以说明生物子学科在研究现实世界的问题的整合。目标是增加学生对实验的积极参与，以及他们对科学作为一个过程的理解，而不仅仅是一系列事实。通过教师的研究专业知识与实验室进行的实验的链接，入门级生物学专业学生（学生）获得赞赏和认同他们的老师作为科学家创造生命过程的新认识。课程目标是通过围绕统一主题的假设驱动实验来实现的，如“生物系统中的压力”所示。从基于技能的模块开始，学生学习进行研究项目所需的理论和技术应用。在第二阶段，学生构建可研究的假设，并选择适当的技术进行实验设计。在团队合作中，学生选择主题进行调查，并使用各种文献数据库来获取背景信息。在最后一个模块中，学生进行实验来测试假设，分析数据，得出结论，探索替代假设，并编写书面和口头报告。学生建设性地批评其他小组的工作，加强科学作为一个自我评估的过程。为了确定必要的修改，教这门课程的一般专业，我们将试点课程的荣誉学生第一。在生物学的理解，在保留专业，并在刺激进入研究的有效性评估将包括：（1）在教育考试服务生物学考试的高级性能（比较这些学生与那些谁没有采取当然）和（2）学生的职业道路的比较跟踪。成功的实验和评估结果将提交给美国B生物学教师协会和高等教育评估论坛协会。

As a first step in reform of its core undergraduate curriculum, the Department of Biological Sciences proposes a new thematic and discovery-based laboratory, "Introduction to Inquiry," to illustrate the integration of biology sub disciplines in studying real-world problems. Objectives are to increase students' active participation in experimentation and their understanding of science as a process, not just a list of facts. Through links of faculty research expertise with experiments conducted in the laboratory, entry-level Biology Majors (sophomores) gain an appreciation for and an identify with their teachers as scientists creating new understandings of life processes. Course objectives are achieved with hypothesis-driven experiments centered around unifying themes, as illustrated with "Stress in Biological Systems". Beginning with skill-based modules, students learn theory and application of techniques needed to conduct research projects. In the second phase, students construct researchable hypotheses and select proper techniques for experimental designs. Working in teams, students choose topics to investigate and use a variety of literature databases to acquire background information. In the final module students conduct experiments to test hypotheses, analyze data, draw conclusions, explore alternate hypotheses, and develop written and oral reports. Students constructively critique the work of other groups, reinforcing science as a self evaluating process. To identify modifications necessary to teach this course to general majors, we will pilot the course first for honors students. Assessment of effectiveness in increasing understanding in biology, in retaining majors, and in stimulating entry into research will include : (1) senior performance on the Educational Testing Service Biology Exam (comparing these students with those who did not take the course) and (2) comparative tracking of student career paths. Successful experiments and assessment results will be submitted to The American B iology Teacher and the Association of Higher Education Assessment Forum.