Inquiry Tools for Case-Based Courses in Human Biology

生物科学（61）本项目旨在培养生物学入门学生的批判性思维和解决问题的能力，并使生物学的主题对所有学生来说都更令人兴奋和相关。这个项目的产品包括：1)人类生物学案例图书馆，这是一个本科生与强大的医学院案例研究套件的接口；2)一套基于案例使用的基于探究的课程材料。这些产品培养了积极的学习体验，促进了合作学习，增加了科学教育的探究性。我们的目标是使在哈佛医学院收集并改编为本科教育的大量病例能够访问。人类生物学案例库通过网络浏览器为任何学生提供先进的计算基础设施，并提供一套基于许多人类生物学案例的交互式工具。这种对人类案例、源文件和分析工具的访问为促进学生的探究提供了丰富的环境。生物学入门课程服务于大量的大学生，包括非专业学生和许多未来的教师。非电子形式的医学院案例已经在汉普郡学院的本科课程中使用了六年。正在开发的软件将支持原来教室里的探究活动，并正在其他教室里进行测试。目前正在实施三个案例作为概念验证，并在各种专上院校（例如，社区学院和大型大学）和各种教学方式（例如，传统的大型讲座和小型案例班）中测试其有效性。我们正在研究比较不同院校学生表现的困难。与教师的密切沟通促进了这些模块的使用，并通过学生和教师的成果研究、访谈和评估态度和内容学习的变化来测试它们的有效性。在定义明确的人群中使用严格的方法来分析结果。该材料将提交给BioQUEST并由其审核。

Biological Sciences (61)This project addresses the need to engage introductory biology students in critical thinking and problem solving and to make topics in biology more exciting and relevant for all students. The products from this project include 1) the Human Biology Case Library, an undergraduate interface to a powerful suite of medical school case studies and 2) a set of inquiry-based curricular materials based on the use of the cases. These products foster active learning experiences, promote collaborative learning and increase the inquiry-orientation of science education. We aim to make accessible a tremendous variety and quantity of cases that have been collected at Harvard Medical School and adapted for undergraduate education. The Human Biology Case Library brings the advanced computational infrastructure to any student with a web browser and provides a suite of interactive tools based on a number of human biology cases. This access to a multiplicity of human cases, source documents and analysis tools provides a rich environment for promoting student inquiry. Introductory biology classes serve a great number of college students, including non-majorsand many future teachers. Medical school cases in non-electronic form have been adapted for undergraduate classes for six years at Hampshire College. The software being developed will support inquiry activities in the original classroom and is being tested in additional classrooms. Three cases are being implemented as a proof of concept, and their effectiveness is being tested in a variety of post-secondary institutions (e.g., a community college and large university) and within a variety of teaching styles (e.g., traditional large lecture-based and small case-based classes). We are examining the difficulties of comparing student performance across institutions. Close communication with faculty is facilitating the use of the modules and testing their effectiveness through student and faculty outcome studies, interviews and evaluation of changes in attitude and content learning. Rigorous methodologies are being used among well-defined populations to analyze outcomes. This material will be submitted to and reviewed by BioQUEST.