Literature-Based Scientific Learning in Genetics

生物科学(61)正在创建以文献为基础的案例研究(LBC)的综合集合，以实现遗传学方面的探究式学习。正在创建的案例研究使用主要文献，将学生的学习重点放在科学发现背景下的遗传学基本概念上。因此，学生通过刻意参与学习周期和科学探究的过程，即“科学学习”，学习遗传概念。基于建构主义学习的教学模式被用来创建基于文献的案例研究和相关的学习材料。智力价值：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能力。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。学生们被授权分析和管理科学信息，提出问题，并获得关于遗传学的答案。正在使用直接(例如，嵌入的试题)和间接的测量(例如，在课堂上对学生的问题进行分析)来评估项目。正在使用形成性(例如，练习题和练习的表现)和终结性(例如，嵌入的试题)措施来评估使用LBCS方法的学生的学习。在线调查被用来获得学生对该方法和他们学习的看法。更广泛的影响：该项目的主要和更广泛的影响是，在以前的案例研究和以问题为基础的学习教学方法的基础上，创建了一个强有力的以文献为基础的经验式科学学习模式。这些成果正在发展成为一种互动的、以探究为基础的电子教科书，其主要目标是促进教科书哲学从知识传授转变为知识发现。这一模式预计将适用于任何科学学科或教学水平。此外，该项目率先将科学信息能力练习融入以案例研究为基础的本科教学。该项目还通过让研究生和本科生助理参与高中科学教学职业目标，对未来科学教师的培训产生了影响。

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.