Facilitating the Comprehension of Biological Principles through the Creation of Modules Utilizing Interactive Computer Assisted Instruction and Hands-on Investigative Exercises

生物科学（61）正在开发五个教学互动模块，促进批判性思维、解决问题的能力、理解能力和创造力。每个模块包括通过计算机的介绍性教程、研究性实验室练习和所学材料的实际应用。模块设计的灵感来自备受赞誉和nsf资助的BioQUEST项目，该项目为生物学学生提供了参与实践科学家活动的机会。这个项目以他们的理念为基础，但在定制可交付成果方面提供了更大的灵活性，以满足特定的课程需求，提供了一个增强的视觉组件，结合多媒体技术，并在外部专业人士的帮助下，将所呈现的信息与日常情况联系起来，以启发和/或评估学生。合作者包括来自蒙哥马利学院生物系和数学科学学习中心的教职员工，以及来自卡顿维尔社区学院和数字咨询与培训公司的教学计算机设计专家。通过综合评价计划，对学生和教员的学习成绩和满意度进行短期和长期的评价。项目成功与否是通过比较学生的保留率来衡量的，特别是那些在经济和教育上处于不利地位的学生，他们接触了修订后的课程，与对照组的学生相比。此外，项目的成功被衡量为讲师的行为和教学修改，反映为课程设计和开发的积极参与、热情和工作满意度。作为不断调整科学导论课程的一部分，积极成果正在纳入蒙哥马利学院的本科课程。项目成果正在地方、区域和国家各级通过暑期教师学院、在面向教育的会议上的发言和通过互联网提供的五个跨平台互动模块传播。

Biological Sciences (61) Five instructional, interactive modules promoting critical thinking, problem-solving skills, understanding, and creativity are in development. Each module consists of an introductory tutorial via computer, investigative laboratory exercises, and practical applications of learned material. Module design is inspired by highly acclaimed and NSF-funded BioQUEST projects that give biology students the opportunity to engage in activities like those of practicing scientists. This project builds on their philosophy but offers increased flexibility in terms of tailoring deliverables to meet specific curricular needs, provides an enhanced visual component incorporating multimedia technology, and correlates presented information with everyday situations with the help of outside professionals brought in to enlighten and/or evaluate students. Collaborators include faculty and staff from the Biology Department and Math-Science Learning Center at Montgomery College and instructional computer design experts from Catonsville Community College and Digital Consulting and Training, Inc. Success is being evaluated via short-term and long-term examination of student and faculty academic performance and satisfaction as assessed through a comprehensive evaluation plan. Project success is being measured by comparing the retention rate of students, particularly those who are economically and educationally disadvantaged, exposed to the revised curriculum with those in the control group. Furthermore, project success is being measured as behavioral and instructional modification of instructors reflected as active participation in course design and development, enthusiasm, and job satisfaction. Positive results are being incorporated into undergraduate curricula at Montgomery College as part of the continuous restructuring of introductory science courses. Project results are being disseminated at the local, regional, and national levels through summer teacher institutes, presentations at education-oriented meetings and five cross-platform interactive modules delivered via the Internet.