The Seamless Biology Classroom: An Integration of Conference and Laboratory Instruction in Botany and Zoology

生物科学(61)本项目通过将课程内容与基于探究的实践活动和实验相结合，解决在植物学和动物学入门课程中促进概念理解、处理技能和动机的需要。本次课程改革的范本是洛佩兹等人设计的物理课程。(2000年第七届美洲物理教育会议论文集)和奥利弗-霍约在北卡罗来纳州立大学(http://www2.ncsu.edu/chemistry/moh/moh.html).的化学实验讲座(CaCl2)倡议新课程还采用了典型的教学实践，如合作学习(T.Lord，美国生物学教师，1998)和基于问题的学习(M.Sundberg，《学生活动科学》)。《大学科学教学中的创新模式》，1997)。在这种课堂环境中，学生可以立即开发和测试关于课程内容讨论中出现的问题的假设。PI正在与Lopez博士、Oliver-Hoyo博士、Lord博士和Sundberg博士合作设计新课程，并进行行动研究来评估新的研究型课程。这些合作丰富了新课程的跨学科性质。通过暑期工作坊和一个网站，与在职教师、教师候选人、研究生和其他教职员工分享材料和示范教学策略。

Biological Sciences (61) This project addresses the need to promote conceptual understanding, process skills, and motivation in introductory botany and zoology classes by integrating course content with inquiry-based, hands-on activities and experimentation. The models for this curriculum reform are the physics course designed by Lopez, et al. (Proceedings of the VII Interamerican Conference on Physics Education, 2000) and the Concept Advancement through Chemistry Lab-Lecture (cAcL2) initiative of Oliver-Hoyo at North Carolina State University (http://www2.ncsu.edu/chemistry/moh/moh.html). The new curriculum also adapts exemplary teaching practices such as cooperative learning (T. Lord, The American Biology Teacher, 1998) and problem-based learning (M. Sundberg, In Student-Active Science. Models of Innovation in College Science Teaching, 1997). In this classroom environment, students can immediately develop and test hypotheses about questions that arise during course content discussions.The PIs are collaborating with Drs. Lopez, Oliver-Hoyo, Lord, and Sundberg in the design of the new curriculum, as well as in action research to assess the new research-based courses. These collaborations enrich the interdisciplinary nature of the new curriculum. Materials and model teaching strategies are shared with inservice teachers, teacher candidates, graduate students, and other faculty members through summer workshops and a website.