An Innovative Guided Inquiry Laboratory Course Integrating Analytical and Biochemistry for Enhanced Student Learning

化学(12)这个项目正在设计和实施一门创新的实验室课程，将二年级分析化学课程的内容与第一学期的生物化学课程相结合。它将学生的学习分为四个阶段，将定向和引导性探究(GI)策略与个人和团队责任相结合，每周两次，实验课程逐渐变得更加复杂和具有挑战性。学习支持的数量和类型随着课程的进行而变化。蛋白质细胞色素c(Cytc)被选为一个中心统一主题，因为它已经成功地应用于本科生物化学课程。第一阶段根据现有的分析课程和文献(大约12个实验期)改编了一组实验。学生们结对工作，学习分析设备和技术、细胞色素C以及对GI工作环境的期望。第二阶段将学生分配到学习小组，并通过一系列以项目为基础的GI实验室(大约9个阶段)。学生按照自己的进度将第一阶段的分析技术应用于蛋白质分离、分析和表征。第三阶段允许团队在实验室设计中更具独立性，因为他们选择了两个结合了分子生物学技术的最终GI项目(约4个阶段)中的一个，以研究Cytc对DNA的氧化损伤或Cytc的DNA分离和测序。第四阶段提供了顶峰体验，团队在此过程中展示研究结果(约2个阶段)，以展示他们的研究专长。实验室工作由购置的高效液相色谱仪、稳态荧光计和色谱柜提供支持。学生的学习评估分5个阶段进行，包括入门阶段、课程期间的定期评估、课程结束时的评估、大四的评估和毕业后的评估。评估检查学习结果，如概念的应用、内容知识的保留、对实验室操作技能的保留和信心、科学推理技能和更高阶认知的使用，以及对科学研究方法和使用的态度。智力价值：这一创新的课程设计为学生提供了一个独特的化学学习机会。提供团队学习体验和GI的课程更切合实际地模拟当代科学工作场所，并积极吸引学生，预计将导致学生对学习过程拥有更大的所有权，增加内容保留，并提高对科学职业的兴趣。学生们正在学习将一个化学领域的技术(分析)直接与另一个领域(生物化学)联系起来，扩大了他们的职业前景。将现代分析和生化技术整合到佐治亚南方大学的化学课程中，使学生能够接触到迅速发展的生物技术行业中使用的各种技术。更广泛的影响：从该项目所包含的详细和专门评估中获得的结果预计将大大有助于我们对全球教育以及STEM领域的合作教学的理解。修订后的课程适用于任何主修化学的机构，因为它不需要额外的学时。论文和演示文稿确保了该模型的广泛传播。由于佐治亚州南部的人口结构，很大一部分学生来自代表性较低的少数群体和服务不足的农村人口，这对NSF实现STEM劳动力多样化的目标做出了重大贡献。

Chemistry (12)This project is designing and implementing an innovative laboratory course that integrates components of a sophomore analytical chemistry course with a first-semester biochemistry course. It focuses on student learning in four phases, combining directed and guided inquiry (GI) strategies with individual and team accountability in two weekly periods of progressively more complex and challenging laboratory sessions. The amount and type of learning support varies as the course proceeds. The protein cytochrome c (Cyt c) is selected as a central unifying theme, since it has been successfully used in undergraduate biochemistry curricula. Phase 1 adapts a set of experiments from the existing analytical course and the literature (about 12 laboratory periods). Students, working in pairs, are introduced to analytical equipment and techniques, Cyt c, and the expectations of a GI work environment. Phase 2 assigns students to learning teams and moves through a set of GI, project-based laboratories (about 9 periods). The students work at their own pace to apply the analytical techniques from Phase 1 to protein isolation, analysis, and characterization. Phase 3 allows the teams more independence in laboratory design, as they choose one of two final GI projects ( about 4 periods) incorporating molecular biology techniques, to study either oxidative damage of DNA by Cyt c or DNA isolation and sequencing of Cyt c. Phase 4 provides a capstone experience in which teams make presentations of research results (about 2 periods) to demonstrate their research expertise. The laboratory work is supported by the acquisition of an HPLC, a steady-state fluorimeter, and chromatography cabinets. Student learning is assessed at 5 stages, including entry-level, periodically during the course, at the end of the course, during their senior year, and post graduation. Assessments examine such learning outcomes as application of concepts, retention of content knowledge, retention and confidence in laboratory manipulative skills, use of scientific reasoning skills and higher-order cognition, and attitudes about methods and use of scientific research. Intellectual Merit: This innovative course design offers a unique opportunity for student learning in chemistry. Courses offering team-learning experiences and GI more realistically model the contemporary science workplace and actively engage students, and are expected to lead to greater student ownership of the learning process, increased content retention, and increased interest in a scientific career. Students are learning to relate techniques in one area of chemistry (analytical) directly to another (biochemistry), enlarging the scope of their career possibilities. The integration of modern analytical and biochemical techniques into Georgia Southern University's chemistry curriculum exposes students to a variety of techniques used in the rapidly expanding biotechnology industry. Broader Impacts: The results gained from the detailed and specialized assessment built into this project are expected to contribute significantly to our understanding of GI and cooperative teaching and learning in STEM areas. The revised curriculum adapts to any institution with a chemistry major, as it does not require additional hours. Papers and presentations assure wide dissemination of the model. Due to Georgia Southern's demographics, a large proportion of the students are from underrepresented minority groups and the underserved rural population, contributing significantly to NSF's goal of diversifying the STEM workforce.