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

生物科学(61)。这一CCLI适应和实施项目通过在非专业生物课程中灌输基于问题和基于案例的课程来支持生物素养。该项目改编了Sencer、BioQuest和研讨会生物学的课程材料，利用以问题为基础的学习(PBL)和以探究为基础的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。介绍具有时效性和地方性的问题提供了学习的背景和理由。利用建构主义的方法，学生们参加半周一次的集会，并接受挑战，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职员工提供培训，以便将改革努力应用于其他课程。学生学习收获评估(SALG)用于考察学生在课程前和课程后对科学-技术-社会的各个方面的看法。这个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.