Inquiry-based Collaborative Learning in Physiology-based Lab Exercises: A Two Phased Approach

生物科学（61）玛丽蒙特学院是一所女子学院，正在通过使数据收集、分析和展示与目前的技术保持一致，在六门实验室课程中采用一种以协作探究为基础的方法来教授生理学原理。这包括两个阶段，目的是克服目前的障碍，不完整和不一致的实验数据收集，低学生参与和缺乏时间，让学生彻底理解的概念。该项目改编自NSF资助的Goshen College生理学课程计划（CCLI # 9950383）。学生正在使用更多的图形数据表示，并将批判性思维技能应用于数据分析和创造性假设的发展。对批判性思维技能的评估正在通过问卷和调查进行清点。评估的传播将通过参加本科生会议、出版物和开发网站来进行。

Biological Sciences (61)Marymount College, a women's college, is incorporating a collaborative inquiry-based approach to teaching physiological principles in six laboratory courses by making data collection, analysis and presentation consistent with present technology. This incorporation involves two phases and aims to overcome present impediments of incomplete and inconsistent experimental data collection, low student participation and lack of time for students to thoroughly understand concepts. The project is adapted from a NSF-funded program for physiology-based courses at Goshen College (CCLI # 9950383). Students are using more graphic data representation and apply critical thinking skills to data analysis and the development of creative hypotheses. Evaluation of critical thinking skills is being inventoried through questionnaires and surveys. Dissemination of assessment will occur through participation in undergraduate conferences, publications and development of Web sites.