Computers to Support Quantitative Analysis/Statistics Across a Biology Curriculum

支持生物学课程定量分析/统计的计算机

• 批准号: 9851563
• 负责人: Robert Arnold
• 金额: $ 2.18万
• 依托单位: Colgate 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: 1998-06-01 至 2000-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9851563&HistoricalAwards=false
• 关键词: Computers; Support; Quantitative; Analysis; Statistics

We are equipping a laboratory to support a systematic approach to the teaching of statistics across a biology curriculum. Students often do not understand or appreciate what it means to be quantitative and yet most science requires the collection and analysis of data. While getting students involved in hands-on, project-oriented laboratory exercises is critical to the teaching of science, we also believe that students should then take the next step and understand how to manipulate, analyze and display their data correctly. We are teaching statistics across our curriculum by beginning with first principles in our introductory course and then expanding and reinforcing these principles and statistical procedures in our 200/300 level required courses. The two mobile labs (each with 8 Gateway notebook computers) can travel to any laboratory and be networked to a departmental server in a new computer room; thus the notebook computers function in much the same way as we now use microscopes which are on mobile carts and available to everyone. We are teaching all students how to use a common statistics software package, and they have a departmentally developed statistics manual that explains the underlying theory, methodology and practical application of all statistical procedures used in the course. Students are involved in collecting, manipulating, analyzing and displaying their own data in at least 6 different courses and in a multitude of different projects before becoming involved in any upper level research course; thus, they enter this phase of their academic careers with a better understanding of experimental design and statistical analysis. We believe our systematic approach will be successful because students will be doing statistics throughout their academic program in a repetitive, organized and consistent manner. Furthermore, if successful, this approach is transferable to any academic program where statistics is emphasized, regardless of discipline (i.e., many natural science or soci al science disciplines).

我们正在装备一个实验室，以支持在整个生物课程的统计教学的系统方法。 学生往往不理解或欣赏它意味着什么是定量的，但大多数科学需要收集和分析数据。 虽然让学生参与动手，以项目为导向的实验室练习是科学教学的关键，我们也认为，学生应该采取下一步，并了解如何正确地操作，分析和显示他们的数据。 我们在我们的课程中教授统计学，从我们的入门课程的第一原则开始，然后在我们的200/300级必修课程中扩展和加强这些原则和统计程序。两个移动的实验室（每个实验室配备8台Gateway笔记本电脑）可以移动到任何实验室，并与新机房的部门服务器联网;因此，笔记本电脑的功能与我们现在使用的显微镜大致相同，显微镜安装在移动的推车上，每个人都可以使用。 我们正在教所有学生如何使用一个通用的统计软件包，他们有一个部门开发的统计手册，解释了基本的理论，方法和实际应用中使用的所有统计程序的过程。 学生参与收集，操作，分析和显示自己的数据在至少6个不同的课程，并在成为参与任何上层研究课程之前，在众多不同的项目;因此，他们进入他们的学术生涯的这一阶段，更好地了解实验设计和统计分析。 我们相信我们的系统方法将是成功的，因为学生将在整个学术课程中以重复，有组织和一致的方式进行统计。 此外，如果成功的话，这种方法可以转移到任何强调统计学的学术课程中，无论学科如何（即，许多自然科学或社会科学学科）。