Q-Bio: Integration of Quantitative Concepts into Introductory Biology

（生物科学61）本项目中创建的基于网络的模块旨在帮助本科学生在入门课程中理解高级生物学课程的数学基础，以及当前生物学职业所要求的越来越多的定量工作。正在创建的材料可以在大型生物导论教室中实施。主要目标是：(1)开发和完善生物学专业入门课程的定量学习模块（qblm）；(2)评价学生参与qblm的学习效果；(3)识别支持学习的模块特征；(4)创建一个教师/员工研究小组，系统地研究与QBLM使用相关的学生学习成果，并相应地制定实施策略。最初，这些模块被应用到亚利桑那大学生物导论课程的选定部分。在这个项目完成后，正在开发的材料将准备好由其他教师在课程的其他部分实施。最终，将与其他机构建立伙伴关系，目的是更广泛地传播这些材料。智力优势：该项目正在开发和实施新的教材，将早期生物学教育中的定量概念整合起来，改变学生对生物学的思考方式。该提案以两种方式建立在学生学习发展方面的先前工作基础上：它提供了各种学习工具，旨在吸引学生成为自己学习的积极参与者；并在本科STEM教育中采用了知识生产和实践改进的循环模型。此外，该提案有助于吸引来自不同学科（生物学、数学和科学教育）的学者进行对话，重点关注提高学生学习的共同目标，并结合这些学科的观点，并有助于建立一个学者社区。更广泛的影响：通过以下渠道进行传播：国家科学院生物本科教育暑期学院网站（http://dels.nas.edu/summerinst/index.shtml）；并在本科教育生物学期刊（如《细胞生物学教育》）上发表一篇或多篇描述我们入门级生物学课程新版本的文章；以及在本科教育会议上的演讲。由于对生命科学学生的数学教学方式的持久变化涉及数学和生物教师的合作，这些材料也通过数学教育期刊上的文章与数学教育者共享。此外，在一名研究生的协助下，生物教育联合项目负责人正在分析在项目实施的各个阶段收集的数据。他们正在调查学生的学习方式，评估这些模块的效果，结果在教育研究期刊上发表了文章，并在会议上发表了演讲。

(Biological Sciences 61) The web based modules created within this project are designed to help undergraduate students in introductory classes understand the mathematical basis for upper level biology courses and the increasingly quantitative work required by current careers in biology. The materials being created can be implemented in a large Introductory Biology classroom. The key objectives are: (1) development and refinement of quantitative learning modules (QBLMs) for instructional use in introductory courses for biology majors; (2) evaluation of the student learning effects of engagement with the QBLMs; (3) identification of the modules' characteristics that support learning; and (4) creation of a faculty/staff study group that systematically studies the student learning outcomes associated with QBLM use and plans implementation strategies accordingly. Initially these modules are being implemented into selected sections of the Introductory Biology course at the University of Arizona. Upon completion of this project the materials being developed will be ready for implementation by other faculty in additional sections of the course. Ultimately, partnerships will be formed with other institutions with the goal of disseminating the materials more broadly. Intellectual merit: This project is developing and implementing new teaching materials that integrate quantitative concepts early in biology education and change the way students think about biology. The proposal builds on prior work in the development of student learning in two ways: it provides a variety of learning tools designed to engage students to become active participants in their own learning; and it employs a cyclic model for knowledge production and improvement of practice in undergraduate STEM education. In addition, the proposal serves to engage scholars from different disciplines (biology, mathematics and science education) in a dialogue that focuses on the common goal of enhancement of student learning and incorporates perspectives from these disciplines and serves to build a community of scholars. Broader impacts: Dissemination is occurring through the following channels: on the website (http://dels.nas.edu/summerinst/index.shtml) of the National Academies Summer Institutes on Undergraduate Education in Biology; and publication of one or more articles describing the new version of our entry-level biology course in undergraduate education biology journals (eg Cell Biology Education); and presentations in conferences on undergraduate education. Since durable changes in the way mathematics is taught to life sciences students involves the collaboration of mathematics and biology instructors, the material is also being shared with mathematics educators through articles in mathematics education journals. In addition, the data collected during the various stages of implementation of the project is being analyzed by the biology education co-PI, with the assistance of a graduate student. They are investigating student learning styles and assessing the efficacy of the modules, resulting in publications in journals on education research as well as presentations in conferences.