Talking Biology: Active Learning in the Classroom

谈论生物学：课堂上的主动学习

• 批准号: 0308535
• 负责人: Daniel Klionsky
• 金额: $ 30.5万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-06-01 至 2007-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0308535&HistoricalAwards=false
• 关键词: Talking; Biology; Active; Learning; Classroom

This project aims to invigorate the introductory biology core course by implementing an active-learning format. It is based on an appreciation that knowledge must be constructed, and learned, by each individual, and that while the responsibility for teaching rests upon the instructor, the responsibility for learning rests with the students. The PI aims to move away from the standard lecture/note-taking format and implement an active-learning approach that he has been developing for the past few years, a strategy he thinks it is critical to implement starting with introductory biology. With the active-learning format proposed, students are held responsible for the basic reading prior to the start of each day's class. The use of reading quizzes provides a positive reinforcement for ensuring that active learning begins prior to class. The majority of class time then can be spent on group problem solving. In this format, students collaborate, rather than compete, in the learning process. Concept quizzes provide rapid feedback and allow both the student and instructor to follow the students' progress in learning the material. The major emphasis is on keeping up, thus allowing the class to build on material that was covered in a previous session. This active-learning format is being used for the large introductory classes of approximately 450-500 students. A smaller class of 60 is being offered for students who are enrolled in the honors program. A revised laboratory course (and a new lab course for the honors class) complements the "lecture" class. The laboratory is designed around one scientifically interesting topic and incorporates opportunities for individual thinking. The main goals/outcomes of this approach include: 1. Students gain an understanding that it is their responsibility to learn by taking an active role in the process; 2. Students who are introduced to a scientific method of thinking both through in-class problem solving and the laboratory; 3. Students who develop higher-order thinking skills because they use the information they learn in problem solving, and learn to synthesize the material in a conceptual manner, rather than simply memorize facts. Intellectual merit: The proposal advocates a substantial modification of the current approach to teaching/learning for undergraduates at research universities. The methodology can be applied by any instructor, including research-active faculty. The essence of the proposal is to move away from passive learning to an active, inquiry-based approach. Broader impact: The targeted group for this proposal is freshmen and sophomore students taking a class in introductory biology. Approximately 1,000 students per year take the introductory course at the University of Michigan. The "lecture" part of the course in particular could easily be implemented at other schools, increasing the target audience to hundreds of thousands of students across the nation.

本计画旨在透过主动学习的方式，使生物学导论核心课程更有活力。 它基于这样一种认识，即知识必须由每个人构建和学习，虽然教学的责任在于教师，但学习的责任在于学生。 PI旨在摆脱标准的讲座/笔记格式，并实施他在过去几年中一直在开发的主动学习方法，他认为从入门生物学开始实施这一策略至关重要。 在主动学习的模式下，学生在每天上课前要负责基本的阅读。阅读测验的使用提供了一个积极的强化，以确保积极的学习开始上课前。 然后，大部分的课堂时间可以花在解决小组问题上。 在这种形式下，学生在学习过程中进行合作，而不是竞争。概念测验提供快速的反馈，并允许学生和教师跟踪学生学习材料的进度。重点是跟上进度，从而使课程能够建立在前一节课所涵盖的材料上。 这种主动学习的形式正在用于大约450-500名学生的大型入门课程。 一个60人的小班正在为参加荣誉课程的学生提供服务。 修订后的实验室课程（以及荣誉班的新实验室课程）补充了“讲座”课程。 该实验室围绕一个科学上有趣的主题设计，并为个人思考提供了机会。 该方法的主要目标/成果包括：1。学生获得的理解，这是他们的责任，通过采取积极的作用，在这个过程中学习; 2。通过课堂解决问题和实验室向学生介绍科学的思维方法; 3.发展高阶思维技能的学生，因为他们使用他们在解决问题中学到的信息，并学会以概念的方式综合材料，而不是简单地记住事实。 智力优点：该提案主张对研究型大学本科生的现行教/学方法进行重大修改。该方法可以应用于任何教师，包括研究活跃的教师。该建议的实质是从被动学习转向主动的、以探究为基础的方法。 更广泛的影响：这个建议的目标群体是大一和大二的学生在生物学导论课。每年大约有1，000名学生在密歇根大学学习入门课程。 特别是课程的“讲座”部分可以很容易地在其他学校实施，将目标受众增加到全国数十万学生。