Connecting Research and Teaching with Inquiry-Based Biology Laboratories

生物科学（61）我们的第一年生物实验室正在进行重大修订，通过适应和实施“一个基于计算机的实验室教学调查研究生理学”（A. M. Smith， NSF- DUE奖#9650721）。该程序使用计算机连接到实验室的仪器，在基于查询的框架中进行。我们对这种方法的调整是在每个实验室调查期间与教师研究计划建立明确的联系。每个实验室都是围绕一个中心生物学原理的研究而设计的。学生有时间和空间来设计实验，收集和分析与理解原理相关的数据，并将这些数据与教师研究实验室产生的数据进行比较。在重新设计这些实验室的过程中，我们努力实现以下目标：1)提高学生的“生物素养”；2)提高对科学作为一个过程的理解；3)改善学生对生物学的态度；4)提高生物专业的保留率；5)为科学教育专业的学生建立基于探究的学习模式。生物学原理是一门为期两个学期的生物学入门课程，同时招收了相当多的科学教育专业学生。PI和Co- PI最近通过参与F. I. R. S. t（通过实地站改革科学教学的教师研究所，NSF奖# 9752713）接受了基于探究的教学法的培训。因此，我们已经完全改变了讲授原理课程部分的方式，从讲座形式转变为基于探究/合作学习的形式。我们的初步数据和学生的轶事反馈使我们相信这种教学方式对教师和学生都是有效的和令人兴奋的。本项目将这些创新的教学技术应用于实验室。通过向学生宣传教师的研究，并从学生的本科职业生涯开始就将学生纳入教师的研究项目，将教师的研究注入到学生的实验课中，也为我们不断增长的本科生研究项目提供了支持。评估是在国家专家Ebert- May博士的指导下进行的，他是密歇根州立大学莱曼布里格斯学院的主任。评估是严格的，与项目的目标相联系，并且是形成性和总结性的。我们的长期目标是为阿克伦大学的每个科学专业提供探究式学习。

Biological Sciences (61) Our first- year Biology laboratory is being revised significantly by adapting and implementing "A Computer- Based Laboratory for Teaching Investigative Research in Physiology" (A. M. Smith, NSF- DUE award #9650721). This program uses computers connected to instrumentation for laboratories conducted in an inquiry- based framework. Our adaptation of this approach is to make an explicit link to a faculty research program( s) during each lab investigation. Each laboratory is designed around investigation of a central biological principle. Students are given the time and latitude to design experiments, collect, and analyze data related to understanding that principle and to compare this data to that generated in faculty research laboratories. In redesigning these labs, we are working toward the following goals:1) Increased "biological literacy" among our students, 2) Increased understanding of Science as a Process, 3) Improved student attitudes toward Biology, 4) Increased retention of Biology majors, and 5) Modeling of Inquiry- Based Learning for science education majors. Principles of Biology is a two- semester introductory biology sequence for majors that also enrolls a significant contingent of science education majors. The PI and Co- PI have recently been trained in Inquiry- Based pedagogies through participation in F. I. R. S. T.( Faculty Institutes for Reforming Science Teaching through field stations, NSF award # 9752713). As a result, we have completely changed how we teach our sections of the Principles lecture, from a lecture format to an inquiry- based/ cooperative learning format. Our preliminary data and anecdotal feedback from students convinced us that this style of teaching is effective and exciting for both faculty and students. This project applies these innovative pedagogical techniques to the laboratory. The infusion of faculty research into the student laboratory classes also feeds our growing undergraduate research program by advertising faculty research to students and by including students in faculty research projects from the beginning of their undergraduate careers. Assessment is under the guidance of a national expert, Dr. Ebert- May, Director of the Lyman Briggs School at Michigan State Univ. Assessment is rigorous, tied to the project's goals, and is both formative and summative. It is our long- term goal to provide Inquiry- Based Learning for every science major at the University of Akron.