Integrating Biology Learning through Investigation

生物科学（61）这个项目建立在一个先前的项目，涉及高中学生和科学家之间的伙伴关系，以表征拟南芥，一种广泛用作研究遗传模型的植物基因。科学家提供野生型和突变型种子和实验知识，学生设计实验来检查生物应激源的影响（例如，干旱、盐碱化等）从而帮助确定缺失基因的功能。通过在线实验室笔记本（www.prep.biotech.vt.edu）共享结果。目前的项目将这一概念扩展到本科教育。 它涉及两年制（理查德布兰德学院）和四年制学院（加州大学戴维斯分校和弗吉尼亚技术学院）的教师。 学生们正在设计实验来研究野生型和突变型拟南芥与食草动物之间的相互作用，研究基因，生化物质，生物体和种群之间的相互作用。该模块正在普通生物学、植物生物学和行为生态学课程中进行试点，并根据学生反馈和学习评估进行修订，包括前/后测试、调查、教师访谈和对科学探究工具的看法（Bell等人，2003年）。目前正在通过专业会议和出版物对该单元进行重新测试和传播。该项目的智力价值在于它使学生参与跨学科的探究，然后让他们为一个大规模的正在进行的研究项目做出贡献。正在收集和分析数据，以测试两个教育研究相关的假设：（A）本科生可以通过在他们的课程中设计和进行实验来学习跨学科科学概念和探究过程，而不仅仅是通过研究实验室实习，以生成新颖和翔实的数据作为正在进行的研究工作的一部分，以及（B）这些学习经历使学生更好地准备从研究实习中获益。学生们的科学发现为植物-食草动物相互作用的遗传基础提供了见解。更广泛的影响：这些模块是教师指导本科生学习跨学科生物学和在常规课程中进行研究的综合机制。没有研究实验室实习机会的学生正在体验发现的兴奋，并使用易于维护和廉价获取的材料培养科学的群体过程感。该项目还扩大了通过项目2010（NSF 04-502）创建的突变拟南芥系的使用。 它正在促进2010项目受赠者、本科生导师及其学生之间建立伙伴关系。理查德·布兰德学院的学生大多是第一代大学生，20%是非洲裔美国人，该学院的参与有助于确保该模块适用于不同的教育环境。此外，这种经验是提高转学生的可信度和竞争力，为额外的本科和研究生水平的研究机会。

Biological Sciences (61) This project builds upon a prior project that involves partnerships between high school students and scientists to characterize genes in Arabidopsis thaliana, a plant used widely as a genetic model in research. Scientists provide wild-type and mutant seeds and experimental know-how, and students design experiments to examine the effects of biotic stressors (e.g., drought, salinity, etc.) on the plants, thereby helping to determine the missing gene's function(s). Findings are shared via an online Lab Notebook (www.prep.biotech.vt.edu). The current project extends this concept to undergraduate education. It involves faculty from two-year (Richard Bland College) and four-year colleges (the University of California at Davis, and Virginia Technical College). Students are designing experiments to examine interactions between wild-type and mutant Arabidopsis and herbivores, investigating the interplay among genes, biochemicals, organisms, and populations. The module is being piloted in general biology, plant biology, and behavioral ecology courses, and revised based on student feedback and learning assessments, including pre/post-tests, surveys, instructor interviews, and a Views on Scientific Inquiry instrument (Bell et al, 2003). The module is being retested and disseminated via professional conferences and publication. The Intellectual merit of the project is that it engages students in interdisciplinary inquiry, and then has them contribute to a large-scale ongoing research project. Data is being collected and analyzed to test two educational research related hypotheses: (A) Undergraduate students can learn interdisciplinary science concepts and the process of inquiry by designing and conducting experiments within their coursework, not just through research lab internships, to generate novel and informative data as part of an ongoing research effort, and (B) These learning experiences better prepare students to reap the benefits of research internships. The students' scientific findings are providing insight into the genetic underpinnings of plant-herbivore interactions. Broader Impacts: The modules are serving as an integrated mechanism for faculty to mentor undergraduate students in learning interdisciplinary biology and doing research within regular courses. Students who don't have research lab internship opportunities are experiencing the excitement of discovery and developing a sense of the group process of science using materials that are easy to maintain and inexpensive to acquire. The project is also broadening the use of mutant Arabidopsis lines created through Project 2010 (NSF 04-502). It is catalyzing formation of partnerships among Project 2010 grantees, undergraduate instructors, and their students. The involvement of Richard Bland College, whose students are mostly first-generation college-bound and 20% African-American, helps ensure that the module is applicable in diverse educational settings. In addition, this experience is enhancing transfer students' credibility and competitiveness for additional undergraduate and graduate level research opportunities.