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

生物科学（61）.这个CCLI适应和实施项目通过在非专业生物课程中注入基于问题和案例的课程来支持生物扫盲。 该项目采用SENCER，BioQuest和Workshop Biology的课程材料，利用基于问题的学习（PBL）和基于探究的实验室，从公民参与问题或问题的角度教授生物学的核心概念。 提出具有时代重要性和地方利益的问题，为学习提供了背景和理由。 使用建构主义的方法，学生参加半周一次的集会，并面临挑战，提出与科学相关的社会问题的解决方案。相关的探究式实验室旨在让学生参与现实世界问题背景下的科学发现过程。 该项目还为该机构的教学助理和其他教员提供培训，以便将改革努力应用于其他课程。学生学习收获评价（SALG）是用来检查学生的前和后的课程对科学技术社会的各个方面的看法。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.