Development of Scientific Understanding through Teaching Experiences

评估/研究（91）生物科学（61）智力优势：本项目正在研究本科生生物课程的开发和教学对发展生物概念的深刻理解和对学科的亲和力的影响。该项目正在开发这一模式，为学生在自由教育中进行STEM学习。 该项目是建立在四年的经验，涉及学生深入教育推广（生物学）到公立小学和公立高中。学生设计和教授生物学课程模块，作为发现，参与和致力于生物科学学习的手段。学生被推到借鉴和发展一系列的技能和能力：协作解决问题，沟通和灵活的思维。 学生沉浸在内容和调查过程中的基本科学，以便与他人沟通。 K-12和大学生都经历了学习收益，由于这一活动。该项目加深了我们对这些战略的理解，并系统地记录了它们的影响。以下问题正在解决：如何做STEM学科学习深化本科教学时？ “教中学”能促进学习的哪些关键方面？“教中学”是如何以其他类型的课程作业所没有的方式影响这些关键维度的？要成功地将“教中学”融入课程，需要什么样的支架和基础设施？由于学生参与课程开发和教学对学习的影响并没有被传统的评估所充分捕捉，因此该项目还开发、评估和改进了一个量规，以分析学生在他们创建的课程计划中记录的学习证据。在这一范围内，跟踪三个学习目标：理解（学科内容和过程）;灵活性（创造性地转移和交流知识）;参与（有助于学习的动机和信心的品质）沿着新手-专家能力连续体。更广泛的影响：该项目通过涉及多个学生群体对STEM教育产生了异常广泛的影响：扩大传统上被剥夺公民权的大学生对科学的参与，加深生物学专业学生在最终学术体验中的参与，并通过动态的，基于探究的科学课程接触科学服务不足的公立学校儿童。收集的证据表明，这种伙伴关系正在改变K-12学校的教师做法。研究结果的传播得益于与卡内基科学教育学院和卡内基教学促进基金会的伙伴关系。

Assessment/Research (91)Biological Sciences (61)Intellectual Merit: This project is examining the impact that the development and teaching of biology curricula by undergraduates has on developing a deep understanding of biological concepts and affinity for the discipline. The project is developing this as a model for engaged STEM learning for students within a liberal education. This project is building on four years of prior experience involving students deeply in educational outreach (in biology) to a public elementary school and a public high school. Students design and teach biology curriculum modules as a means to discovering, engaging with, and committing to learning in the biological sciences. Students are pushed to draw on and develop a range of skills and abilities: collaborative problem solving, communication, and flexible thinking. Students immerse themselves in the content and inquiry process fundamental to science in order to communicate with others. Both K-12 and college students have experienced learning gains as a result of this activity. This project is deepening our understanding of these strategies and systematically documenting their impact. The following questions are being addressed: How does STEM disciplinary learning deepen when undergraduates teach? What key dimensions of learning are enhanced by "Learning by Teaching?" How does "Learning by Teaching" affect these key dimensions in ways other kinds of coursework does not? What scaffolding and infrastructure are needed for "Learning by Teaching" to be successfully integrated into a curriculum? Because the impact on learning from student involvement in curriculum development and teaching is not fully captured by traditional assessments, this project is also developing, assessing, and refining a rubric to analyze the evidence of student learning as documented within the lesson plans they create. Within this rubric, three learning goals are being tracked: comprehension (of disciplinary content and process); flexibility (in the creative transfer and communication of knowledge); and engagement (the qualities of motivation and confidence that aid learning) along a novice-expert competency continuum. Broader Impact: This project has an unusually broad impact on STEM education by involving multiple student populations: expanding the involvement of traditionally disenfranchised college students in science, deepening the engagement of biology majors in a culminating academic experience, and reaching scientifically underserved public school children with dynamic, inquiry-based science curricula. Evidence has been gathered showing that the partnership is changing teacher practices in the K-12 schools. The dissemination of findings are benefiting from partnerships with the Carnegie Academy for Science Education and the Carnegie Foundation for the Advancement of Teaching.