Teaching Scientific Inquiry Through Inter-disciplinary Problem-based Modules: Students as Partners in Ongoing Applied Research
通过跨学科的基于问题的模块教授科学探究:学生作为正在进行的应用研究的合作伙伴
基本信息
- 批准号:9950316
- 负责人:
- 金额:$ 7.49万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:1999
- 资助国家:美国
- 起止时间:1999-07-01 至 2002-06-30
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
Our goal is to enhance lower division undergraduate learning of science inquiry skills and retention of science content. Our specific challenge is that students are not gaining scientific inquiry skills through their coursework. Furthermore, few students retain important scientific concepts because they don't relate these concepts to their lives. We are meeting these challenges by developing problem-based modules to monitor the restoration of a degraded salt marsh in our area. Through active learning students are being guided to create their own questions and propose experiments. They are developing and applying their scientific knowledge to problems of local interest, with the aim of increasing both their knowledge of scientific process and their understanding of science content. The modules are being used in a non-majors integrated science course and in introductory chemistry and biology courses. Students in these courses have access to each other's questions, experiments, and data through a composite web site developed for the entire project. The integration of two disciplines and investigations at different levels facilitates understanding of the interdisciplinary nature of applied problem solving. The institution serves a diverse cross section of California as a Hispanic Serving Institution (HIS). We are evaluating the effectiveness of this program through pre- and post-testing of content and process knowledge within each problem based module and by comparing content knowledge in the problem-based modules with the relative content knowledge gained in the non-problem-based parts of each course.
我们的目标是提高低年级本科生科学探究技能的学习和科学内容的保留。 我们面临的具体挑战是,学生没有通过他们的课程获得科学探究技能。 此外,很少有学生保留重要的科学概念,因为他们没有将这些概念与他们的生活联系起来。我们正在通过开发基于问题的模块来应对这些挑战,以监测我们地区退化盐沼的恢复情况。通过主动学习,引导学生创建自己的问题并提出实验。他们正在发展和应用他们的科学知识,以解决当地感兴趣的问题,目的是增加他们对科学过程的知识和他们对科学内容的理解。这些单元正用于非专业综合科学课程以及化学和生物学入门课程。这些课程的学生可以通过为整个项目开发的复合网站访问彼此的问题,实验和数据。两个学科和调查在不同层次的整合促进了应用问题解决的跨学科性质的理解。该机构服务于加州作为一个西班牙裔服务机构(HIS)的不同截面。 我们正在评估该计划的有效性,通过前和后测试的内容和过程中的知识,每个问题为基础的模块,并通过比较内容知识的问题为基础的模块中获得的非问题为基础的部分,每个课程的相对内容知识。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
数据更新时间:{{ journalArticles.updateTime }}
{{
item.title }}
{{ item.translation_title }}
- DOI:
{{ item.doi }} - 发表时间:
{{ item.publish_year }} - 期刊:
- 影响因子:{{ item.factor }}
- 作者:
{{ item.authors }} - 通讯作者:
{{ item.author }}
数据更新时间:{{ journalArticles.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ monograph.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ sciAawards.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ conferencePapers.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ patent.updateTime }}
Suzanne Worcester其他文献
Suzanne Worcester的其他文献
{{
item.title }}
{{ item.translation_title }}
- DOI:
{{ item.doi }} - 发表时间:
{{ item.publish_year }} - 期刊:
- 影响因子:{{ item.factor }}
- 作者:
{{ item.authors }} - 通讯作者:
{{ item.author }}
相似海外基金
Cultivating evaluation capability of scientific logicality via inquiry learning
通过探究学习培养科学逻辑性评价能力
- 批准号:
22H01011 - 财政年份:2022
- 资助金额:
$ 7.49万 - 项目类别:
Grant-in-Aid for Scientific Research (B)
MRI: Acquisition of an SEM-EDS system to further multidisciplinary scientific inquiry and discovery in Western New York
MRI:购买 SEM-EDS 系统,以进一步在纽约西部进行多学科科学探究和发现
- 批准号:
2216215 - 财政年份:2022
- 资助金额:
$ 7.49万 - 项目类别:
Standard Grant
CAREER: Leveraging benthic foraminiferal biogeography to recognize ecosystem responses to climate change and engage first-generation students in scientific inquiry
职业:利用底栖有孔虫生物地理学来认识生态系统对气候变化的反应,并让第一代学生参与科学探究
- 批准号:
2142904 - 财政年份:2022
- 资助金额:
$ 7.49万 - 项目类别:
Continuing Grant
Collaborative Research: Digitization PEN: BatPEN!—A Partnership to Facilitate Scientific Inquiry into the Vast Functional Trait Diversity of Phyllostomid Bats
合作研究:数字化 PEN:BatPEN!——促进对叶口蝙蝠的广泛功能性状多样性进行科学调查的合作伙伴关系
- 批准号:
2101909 - 财政年份:2021
- 资助金额:
$ 7.49万 - 项目类别:
Standard Grant
A Study on the Emergence of Scientific Inquiry at the Early childhood and its Link to the Lower Primary Education
幼儿期科学探究的出现及其与初等教育的联系的研究
- 批准号:
20K20854 - 财政年份:2020
- 资助金额:
$ 7.49万 - 项目类别:
Grant-in-Aid for Challenging Research (Exploratory)
Seeing Scientifically: Developing Smart Microscope Exhibits That Support Authentic Visitor Observation and Scientific Inquiry of Living Microscopic Organisms
科学地观察:开发智能显微镜展品,支持参观者对活体微生物的真实观察和科学探究
- 批准号:
2005893 - 财政年份:2020
- 资助金额:
$ 7.49万 - 项目类别:
Continuing Grant
Tracing Microbial Ontologies in Scientific Practice - From Object of Inquiry to Technological Tool
在科学实践中追踪微生物本体——从探究对象到技术工具
- 批准号:
2414092 - 财政年份:2020
- 资助金额:
$ 7.49万 - 项目类别:
Studentship
The role of effective learning environments in preschool children’s understanding of the scientific inquiry cycle
有效的学习环境在学龄前儿童理解科学探究周期中的作用
- 批准号:
416599325 - 财政年份:2019
- 资助金额:
$ 7.49万 - 项目类别:
Research Grants
Development of the direct observation method with graphene sandwich for scientific inquiry
开发用于科学探究的石墨烯夹层直接观察方法
- 批准号:
19K15404 - 财政年份:2019
- 资助金额:
$ 7.49万 - 项目类别:
Grant-in-Aid for Early-Career Scientists
Development of students' global competence by scientific inquiry of river environment
通过河流环境的科学探究培养学生的全球能力
- 批准号:
19K03113 - 财政年份:2019
- 资助金额:
$ 7.49万 - 项目类别:
Grant-in-Aid for Scientific Research (C)