BRAID: Bridging the Disciplines with Authentic Inquiry & Discourse

BRAID：通过真实的探究弥合学科

• 批准号: 0633222
• 负责人: Ryan Sweeder
• 金额: $ 14.99万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-06-01 至 2011-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0633222&HistoricalAwards=false
• 关键词: BRAID; Bridging; Disciplines; Authentic; Inquiry

Interdisciplinary (99) A longitudinal study is being conducted to determine if students enrolled in BRAID courses (interwoven science and non-science courses) during their freshman year will show improved scientific experimental design skills and improved content knowledge that persists into subsequent upper level courses. Students in a residential learning community devoted to studying the natural sciences and their impact on society are being given the opportunity to enroll in BRAID courses that explicitly tie lecture and laboratory portions of biology and chemistry with each other and to mathematics and history, philosophy and sociology of science.The students are living in a building that houses science facilities including both classrooms and laboratories, faculty offices and both administrative and academic support offices. Students in the entire freshmen cohort of approximately 625 chose to participate in all, none or some of the BRAID courses. Thus, three cohorts are created; one that will serve as a control group and two that give rise to a "dosage" variable. Prior longitudinal research on the influence of reformed teaching practices on later performance in traditional courses is limited. Previous findings suggest that students participating in a reformed introductory course experience increasing learning gains as they continue throughout their undergraduate studies as compared to peers enrolled in the corresponding traditional introductory course.The project, being conducted by an experienced multidisciplinary team, has the potential to make a major contribution to the understanding of how undergraduates learn and to pave the way for the development of integrated curricula. The study has particular relevance during this time of increasing adoption by colleges of the living-learning community model.

跨学科（99）正在进行一项纵向研究，以确定在大一新生期间参加编织课程（交织科学和非科学课程）的学生是否会表现出提高的科学实验设计技能和提高的知识知识，并将其持续到后来的上层课程中。 专门研究自然科学及其对社会的影响的居民学习社区中的学生有机会参加辫子课程，这些课程明确地将生物学和化学的讲座和实验室部分联系在一起，数学，历史，历史，历史，哲学和社会学。 整个新生队列的学生大约有625个选择参加所有人，没有任何辫子课程。 因此，创建了三个队列；一个将作为对照组，两个会导致“剂量”变量。 先前对改革教学实践对以后在传统课程中后期表现的影响的纵向研究有限。 先前的发现表明，与参加相应的传统介绍课程的同龄人相比，参加了一项改革的入门课程经验，随着在整个本科学习中的持续增长，他们在整个本科学习中继续进行。 这项研究在越来越多的生活学习社区模型的学院收养的时代具有特别的意义。