Literature-Based Scientific Learning in Genetics

基于文献的遗传学科学学习

• 批准号: 0633351
• 负责人: Susan Elrod
• 金额: --
• 依托单位: California Polytechnic State University Foundation
• 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: 2007-01-01 至 2010-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0633351&HistoricalAwards=false
• 关键词: Literature; Based; Scientific; Learning; Genetics

Biological Sciences (61) A comprehensive collection of literature-based case studies (LBCS) is being created to enable inquiry-based learning in genetics. Case studies being created use the primary literature to focus student learning on the fundamental concepts of genetics in the context of scientific discovery. As a result students are learning genetic concepts through deliberate engagement in the learning cycle and the process of scientific inquiry, i.e., "scientific learning." A pedagogical model based on constructivist learning is being employed to create the literature-based case studies and associated learning materials. Intellectual Merit: The case studies model the process of scientific discovery and analysis and practice questions and exercises help students test their understanding. Overall, the project aims to promote scientific thinking, conceptual understanding and scientific information competence. Students are being empowered to analyze and manage scientific information, ask questions and obtain answers about genetics. The projects is being evaluated using both direct (e.g., embedded exam questions) and indirect measures (e.g., in class student question analysis). Student learning using the LBCS approach is being assessed using formative (e.g., performance on practice questions and exercises) and summative (e.g., embedded exam questions) measures. Online surveys are used to obtain student perceptions regarding the approach and their learning. Broader Impact: The primary broader impact of this project is the creation of a model for robust literature-based, experiential scientific learning that builds upon previous case study and problem-based learning teaching methods. The results are being developed into an interactive, inquiry-based electronic textbook whose primary goal is to facilitate a shift in textbook philosophy from one of knowledge transmission to one of knowledge discovery. This model is anticipated to be applicable to any science discipline or level of instruction. In addition, the project is pioneering the integration of scientific information competence exercises into case study-based undergraduate instruction. The project is also impacting the training of future science teachers by involving graduate and undergraduate student assistants with high school science teaching career goals.

生物科学（61）正在创建一个基于文献的案例研究（LBCS）的全面集合，以实现遗传学的探究式学习。正在创建的案例研究使用的主要文献集中在科学发现的背景下遗传学的基本概念的学生学习。 因此，学生通过刻意参与学习周期和科学探究过程来学习遗传概念，即，“科学学习。“我们采用以建构主义学习为基础的教学模式，制作以文献为基础的个案研究及相关的学习材料。智力优势：案例研究模拟了科学发现和分析的过程，实践问题和练习帮助学生测试他们的理解。总体而言，该项目旨在促进科学思维、概念理解和科学信息能力。学生被授权分析和管理科学信息，提出问题并获得有关遗传学的答案。这些项目正在使用直接（例如，嵌入的考试问题）和间接测量（例如，学生课堂提问分析）。 使用LBCS方法的学生学习正在使用形成性（例如，练习题和练习的表现）和总结性的（例如，嵌入的考试问题）措施。在线调查用于了解学生对方法及其学习的看法。更广泛的影响：该项目的主要影响是建立在以前的案例研究和基于问题的学习教学方法的基础上，建立了一个强大的基于文献的体验式科学学习模型。其结果正在开发成一个互动的，以调查为基础的电子教科书，其主要目标是促进教科书的哲学从知识传播之一的知识发现之一的转变。这种模式预计将适用于任何科学学科或教学水平。此外，该项目还率先将科学信息能力练习融入基于案例研究的本科教学。该项目还通过涉及具有高中科学教学职业目标的研究生和本科生助理来影响未来科学教师的培训。