Incorporating Investigative Labs & Active Learning Into Non-majors Biology

合并研究实验室

• 批准号: 0410787
• 负责人: Josephine Kurdziel
• 金额: --
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-15 至 2007-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0410787&HistoricalAwards=false
• 关键词: Incorporating; Investigative; Labs; & Active

Biological Science (61). This CCLI Adaptation and Implementation project addresses the issue of student disengagement in large-enrollment science courses by incorporating two research-based solutions in a non-majors biology course: 1) the incorporation of active learning (via a Personal Response System), and 2) the addition of an investigative laboratory component. Adapting materials developed by Workshop Biology, students enrolled in the laboratory course work in small cooperative groups to execute original investigations in each of the five areas of biology covered (ecology, evolution, genetics, cell/molecular biology, and physiology). Cooperative groups are also utilized in lecture, where students solve conceptual problems posed by the instructor, interpret graphs and tables, or design experiments to address a research question. Issues related to the training of teaching assistants are addressed in this project through the production of online training materials. The impact of these structural and pedagogical changes on students' understanding of scientific inquiry, key biological concepts, scientific reasoning skills, and attitudes about science, technology and the course are assessed using a variety of quantitative (pre-tests and post-tests, exam questions, lecture activities) and qualitative methods (focus groups, open-ended responses to survey questions, classroom observations). This project has the potential to elucidate mechanisms for improving the scientific literacy of populations of students who do not plan to major in science.

生物科学（61）.这个CCLI适应和实施项目通过在非专业生物学课程中纳入两个基于研究的解决方案来解决学生脱离大规模招生科学课程的问题：1）纳入主动学习（通过个人响应系统），以及2）增加调查实验室组件。 适应由车间生物学开发的材料，学生参加了实验室课程的小型合作小组工作，在生物学的五个领域（生态学，进化，遗传学，细胞/分子生物学和生理学）的每一个执行原始调查。 合作小组也用于讲座，学生解决由教师提出的概念问题，解释图形和表格，或设计实验来解决研究问题。该项目通过制作在线培训材料，处理与教学助理培训有关的问题。这些结构和教学方法的变化对学生的科学探究，关键的生物学概念，科学推理技能，对科学，技术和课程的态度的理解的影响进行了评估，使用各种定量（前测试和后测试，考试问题，讲座活动）和定性方法（焦点小组，开放式的调查问题，课堂观察）。该项目有可能阐明提高不打算主修科学的学生群体的科学素养的机制。