Reconstructing the Introductory Biology Curriculum Using Inquiry-Based Approaches

进入我们高级生物学课程的学生对基本生物学概念和科学方法的理解较弱。此外，许多学生很难在我们的入门课程中取得成功，平均只有不到40%的新生完成了专业。我们的项目旨在通过重建生物学导论课程来促进生物学专业学生的学习。该项目有五个主要目标：(1)将学生广泛接触基本科学概念与通过直接调查深入理解的重要机会结合起来；(2)更加强调概念、过程和积极的科学探究；(3)培养学生在本科课程之初掌握和探索新科学课题所需的智力工具；(4)提供支持性的以学生为中心的课程，促进学生从高中到本科学习水平的过渡；(5)提高教师适应并将新开发的材料、教学方法和技术引入课程的能力。我们正在实施一个新的入门课程，包括两个新的概念课程和植物学和动物学的修订课程。课程的基础是适应和实施模范教学实践（例如，在大型讲座中主动学习，学生之间的合作和案例研究）和实验室调查（例如，Dickey和Koniski的调查方法，Research Link 2000），这些都是以探究为基础的。目前正在埃伯特-梅博士的领导下制定评估方法和项目评价。在整个项目中，强调全体教师的教学能力的发展。由于我们的新课程，我们期望学生们正在开发智力工具和知识内容，以加强高级课程的学习，同时增加他们对生物学研究的信心和兴趣。

Biological Sciences (61) Students entering our upper-level biology courses are weak in their understanding of basic biological concepts and scientific methodologies. Furthermore, many students have difficulty succeeding in our introductory courses and, on average, fewer than 40% of entering students complete the major. Our project is designed to enhance learning by our biology majors through reconstruction of our introductory biology curriculum. The project has five major objectives: (1) to combine broad exposure of students to basic scientific concepts with significant opportunities for in-depth understanding through direct investigation; (2) to place a greater emphasis on concepts, processes, and active scientific inquiry; (3) to develop the intellectual tools needed by students to grasp and explore new scientific topics at the outset of their undergraduate curriculum; (4) to provide a supportive student-centered curriculum that facilitates the transition of students from a high school to an undergraduate level of study; and (5) to enhance the ability of faculty to adapt and introduce newly developed materials, pedagogical methods, and technologies into their courses. We are implementing a new introductory curriculum that consists of two new concept courses and revised courses in Botany and Zoology. The curriculum is based on adaptation and implementation of exemplary teaching practices (e.g., active learning in large lectures, collaboration among students, and case studies) and laboratory investigations (e.g., Dickey and Koniski's investigative approaches, Research Link 2000) that are inquiry-based. Development of assessment methods and project evaluation is being conducted under the leadership of D. Ebert-May. Throughout the project, development of the teaching abilities of all faculty is being emphasized. As a result of our new curriculum, it is expected that students are developing the intellectual tools and knowledge of content necessary for enhanced learning in advanced courses, while increasing their confidence and interest in biological study.