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

无缝生物学课堂：植物学和动物学会议和实验室教学的整合

• 批准号: 0309922
• 负责人: Patricia Burrowes
• 金额: $ 20万
• 依托单位: University of Puerto Rico-Rio Piedras
• 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: 2003-07-15 至 2007-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0309922&HistoricalAwards=false
• 关键词: Seamless; Biology; Classroom; Integration; Conference

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.

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，解决了在植物学和动物学入门课程中促进概念理解，过程技能和动机的需要。 这一课程改革的模式是洛佩斯等人设计的物理课程（第七届美洲物理教育会议论文集，2000年）和北卡罗来纳州州立大学的奥利弗-奥约通过化学实验室讲座（cAcL 2）倡议（http：//www2.ncsu.edu/chemistry/moh/moh.html）。 新课程还采用了合作学习（T。Lord，The American Biology Teacher，1998）和基于问题的学习（M. Sundberg，在学生活跃的科学。 《大学科学教学创新模式》，1997年。 在这种课堂环境中，学生可以立即对课程内容讨论中出现的问题提出假设并进行验证。PI与洛佩斯博士、奥利弗-霍约博士、洛德博士和桑德伯格博士合作设计新课程，并进行行动研究，以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。 材料和模型教学策略与在职教师，教师候选人，研究生，和其他教职员工通过夏季研讨会和网站共享。