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

本项目将新的教学和评估形式引入大型（每年超过2000名学生）生物学非专业本科生的入门讲座和实验课程，以提高学生的科学素养和对科学过程的参与。所采用的方法包括：(1)将实验课程修改为以探究为基础的形式，解决当代科学问题并将其与学生的共同经历联系起来；(2)适应和实施新的学生评估形式，包括科学写作启启性（Keys, Hand, Prain, & Collins, 1999，《科学教学研究杂志》，第36页，第1055页）和科学素养测试（Norris, Phillips, & Korpan, 2003，《科学教育》，第87页，第224页），通过写作、合作学习和形成性评估来帮助培养对科学概念和科学调查本质的清晰理解；(3)利用与科学主题有关的文章，为当代科学问题提供讨论和辩论的机会；(4)制定研究生培训计划，以确保探究性实验室和新评估的高质量教学；(5)广泛评估新活动和评估对学生学习的影响。该项目的智力价值体现在它的概念中，即高质量的生物学实验室学习经验应该包含在对学生学习所建立的变化的影响进行严格研究的同时。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课程设置和评估的新方法；(2)为没有科学天赋或兴趣的学生提供丰富的教与学机会；(3)将这些方法传播给佐治亚大学和其他机构的其他学院教师。

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.