Promoting Inquiry and Scientific Literacy in Non-Science Major Undergraduate Biology

学科：生物科学(61)该项目将新的教学和评估形式引入大型(每年超过2000名学生)生物学本科生入门讲座和实验室课程，以提高学生的科学素养和参与科学过程。所采用的方法包括：(1)将实验室课程修改为以探究为基础的形式，以解决当代科学问题并将其与普通学生经验联系起来；(2)适应和实施新的学生评估形式，包括科学写作启发式(Keys，Hand，Prain，&amp；Collins，1999，《科学教学研究杂志》，v36,1055)和科学素养测试(Norris，Phillips，&amp；Korpan2003，Science Education，v87，p224)，以帮助通过写作、合作学习和形成性评估培养对科学概念和科学调查本质的清晰理解；(3)利用有关科学主题的文章为当代科学问题提供讨论和辩论的机会；(4)开发研究生培训计划，以确保以探究为基础的实验室和新的评估的高质量教学；以及(5)对新的活动和评估对学生学习的影响进行广泛的评估。该项目的智力优势在于其概念：高质量的生物实验室学习体验应该包括对学生学习变化的影响的严格研究。该项目的更广泛影响包括：(1)创建和传播适用于大型入门课程的有充分记录的课程课程和评估的新方法；(2)为对科学缺乏天赋或兴趣的学生提供丰富的教学和学习机会的潜力；以及(3)向佐治亚大学和其他机构的其他学院教员传播这些方法。

Discipline: Biological Sciences (61)This project introduces new instructional and assessment formats into a large (over 2000 students per year) introductory lecture and laboratory course for non-major undergraduate students in biology in order to improve the students' scientific literacy and engagement in scientific processes. The methods being employed include: (1) modification of the laboratory curriculum towards an inquiry-based format that addresses contemporary scientific issues and relates them to common student experiences; (2) adaptation and implementation of new student assessment formats including the Science Writing Heuristic (Keys, Hand, Prain, & Collins, 1999, Journal of Research in Science Teaching, v36, p1055) and a Scientific Literacy Test (Norris, Phillips, & Korpan, 2003, Science Education, v87, p224) to help foster a clear understanding of scientific concepts and the nature of scientific investigation through writing, collaborative learning, and formative assessment; (3) use of articles about scientific topics to provide opportunities for discussion and debate of contemporary scientific issues; (4) development of a graduate student training program to insure high quality instruction for the inquiry-based labs and new assessments; and (5) extensive evaluation of the impact of the new activities and assessments on student learning.The intellectual merit of the project is found in its conception of what a high quality biology laboratory learning experience should encompass in parallel with rigorous research on the effects of the changes instituted on student learning. The broader impacts of the project include: (1) the creation and dissemination of well documented new approaches to course curriculum and assessment applicable to large introductory courses; (2) the potential for rich teaching and learning opportunities for students with little aptitude or interest in science; and (3) dissemination of these methods to other college faculty both at the University of Georgia and at other institutions.