Civic Engagement in Non-Majors Introductory Biology: Connecting Problem-Based Learning and Scientific Inquiry

生物科学（61）。该 CCLI 适应和实施项目通过在非专业生物学课程中融入基于问题和案例的课程来支持生物素养。 该项目改编了 SENCER、BioQuest 和 Workshop Biology 的课程材料，利用基于问题的学习 (PBL) 和探究式实验室，从公民参与的问题或问题的角度教授生物学的核心概念。 引入具有及时重要性和当地兴趣的问题为学习提供了背景和理由。 采用建构主义方法，学生参加每半周的集会，并面临提出与科学相关的社会问题的解决方案的挑战。相关的基于探究的实验室旨在让学生在现实世界问题的背景下参与科学发现的过程。 该项目还为该机构的助教和其他教员提供培训，以便改革努力可以应用于其他课程。学生学习收获评估 (SALG) 用于检查学生在课前和课后对科学技术社会各个方面的看法。该项目有可能提高不打算主修科学的学生的科学素养。

Biological Science (61). This CCLI Adaptation and Implementation project supports biological literacy through the infusion of problem- and case-based lessons in a non-majors biology course. The project adapts curriculum materials from SENCER, BioQuest and Workshop Biology, utilizing Problem-Based Learning (PBL) and inquiry-based laboratories to teach the core concepts of biology from the perspective of civically engaging issues or problems. Introducing problems of timely importance and local interest provides a context and reason for learning. Using a constructivist approach, students participate in semi-weekly assemblies, and are challenged to propose solutions to science-related societal problems. Related inquiry-based laboratories are designed to engage students in the process of scientific discovery within the context of real-world problems. The project also provides training for teaching assistants and for other faculty members at the institution, so that the reform effort may be applied to other courses. Student Assessment of Learning Gains (SALG) is used to examine students' pre- and post-course views about various aspects of science-technology-society. This project has the potential to improve scientific literacy among students not planning to major in science.