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)五个促进批判性思维、解决问题的技能、理解力和创造力的教学互动模块正在开发中。每个单元由计算机入门教程、实验室调查练习和所学材料的实际应用组成。模块设计的灵感来自于备受赞誉的NSF资助的BioQUEST项目，这些项目让生物学学生有机会参与像实习科学家一样的活动。该项目以他们的理念为基础，但在调整交付成果以满足特定课程需求方面提供了更大的灵活性，提供了结合多媒体技术的增强的视觉部分，并在外部专业人员的帮助下将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，以及来自卡通斯维尔社区学院和数字咨询和培训公司的教学计算机设计专家。成功的评估是通过对学生和教职员工的短期和长期考试进行的，通过综合评估计划进行评估。项目成功与否的衡量标准是比较接受修订课程的学生与对照组学生的留存率，特别是那些在经济和教育上处于不利地位的学生。此外，项目成功被衡量为教师的行为和教学修改，反映为积极参与课程设计和开发、热情和工作满意度。作为不断调整科学入门课程的一部分，蒙哥马利学院的本科课程正在纳入积极成果。正在通过暑期教师学院、面向教育的会议上的陈述和通过互联网提供的五个跨平台互动模块，在地方、区域和国家各级传播项目成果。

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.