Reconstructing the Introductory Biology Curriculum Using Inquiry-Based Approaches

生物科学（61）进入我们的高级生物课程的学生在他们的基本生物概念和科学方法的理解薄弱。 此外，许多学生在我们的入门课程中很难取得成功，平均不到40%的入学学生完成了专业。 我们的项目旨在通过重建我们的生物学导论课程来提高我们的生物学专业学生的学习。该项目有五个主要目标：（1）将联合收割机广泛接触学生的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）开发学生在本科课程开始时掌握和探索新科学主题所需的智力工具;（4）提供以学生为中心的支持性课程，促进学生从高中过渡到本科阶段的学习;（5）提高教师适应和引入新开发的材料，教学方法和技术的能力。 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。 该课程是基于适应和示范教学实践的实施（例如，在大型讲座中的主动学习，学生之间的合作，以及案例研究）和实验室调查（例如，Dickey和Koniski的调查方法，研究链接2000），这是基于调查。 评估方法的制定和项目评估正在D.艾伯特·梅 在整个项目中，强调所有教师教学能力的发展。 由于我们的新课程，预计学生正在开发的知识工具和内容的知识，以加强学习先进的课程，同时增加他们的信心和对生物学研究的兴趣。

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.