Investigative Process & Technology in Introductory Physiology

调查过程

• 批准号: 0309546
• 负责人: Scott Hawke
• 金额: $ 4.3万
• 依托单位: Willamette University
• 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: 2003-09-01 至 2007-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0309546&HistoricalAwards=false
• 关键词: Investigative; Process; & Technology; Introductory

A computerized physiology laboratory is supporting investigative, inquiry-based learning in a required, sophomore-level introductory core biology course, Physiological Dynamics in Animals and Plants (PDAP). The course provides students with an understanding of how divergent animal and plant physiological systems with similar adaptive functions possess a unity of form and function at the cellular level. It is adapted from an existing lab course that was developed at Harvey Mudd College. Signal transduction is used as a paradigm to unify plant and animal physiology. The laboratory is the first in a three-year sequence of experiences to develop students' scientific process skills in preparation for a capstone senior research thesis and introduces students to important data acquisition and communication technologies. For the first six weeks, students employ Biopac and Qubit systems in a series of animal and plant laboratory exercises of increasing technical sophistication. In a weekly recitation session, students learn to use web-based course management software for peer review and develop proposals for a research project. Two-student teams then carry out experimental investigations of their own design, reporting weekly to professors and peer review teams through an "electronic lab notebook. " In the final two weeks students participate in a "mini-symposia." Expected student learning outcomes are being assessed longitudinally with the help of a professional consultant. Results and course materials are being disseminated through presentations at professional meetings, articles in pedagogical journals, and through the course web site. It is expected that students will acquire the ability to design and interpret physiological studies, that they will develop an appreciation for parallels between animal and plant systems, and that the program will increase student participation in physiology. Broader impacts: The grant is serving a diverse K-12 population and enhance teacher preparation by providing equipment to outreach programs that train teachers in technology or employ biology majors as mentors in K-12 programs.

计算机生理学实验室支持研究性、探究性学习，这是一门必修的二年级入门核心生物学课程，动植物生理动力学（PDAP）。本课程使学生了解具有相似适应功能的不同动物和植物生理系统如何在细胞水平上具有统一的形式和功能。它改编自Harvey Mudd学院开发的现有实验课程。信号转导被用作统一植物和动物生理的范式。该实验室是一个为期三年的实验项目，旨在培养学生的科学处理技能，为毕业论文做准备，并向学生介绍重要的数据采集和通信技术。在前六周，学生们在一系列提高技术复杂性的动物和植物实验室练习中使用Biopac和Qubit系统。在每周的复习课上，学生学习使用基于网络的课程管理软件进行同行评审，并为研究项目提出建议。然后，两名学生组成的小组按照自己的设计进行实验调查，每周通过“电子实验室笔记本”向教授和同行评议小组报告。在最后两周，学生们参加一个“小型专题讨论会”。在专业顾问的帮助下，对学生的预期学习成果进行纵向评估。结果和课程材料通过专业会议上的报告、教学期刊上的文章和课程网站传播。期望学生能够获得设计和解释生理学研究的能力，培养他们对动物和植物系统之间的相似之处的欣赏，并且该计划将增加学生对生理学的参与。更广泛的影响：这笔赠款正在为不同的K-12人口提供服务，并通过向培训技术教师或聘请生物学专业学生作为K-12项目导师的拓展项目提供设备，加强教师的准备工作。