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

整合分析和生物化学以增强学生学习的创新引导探究实验室课程

• 批准号: 0736701
• 负责人: Laura Frost
• 金额: $ 13.5万
• 依托单位: Georgia Southern University Research and Service Foundation, Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-07-15 至 2012-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0736701&HistoricalAwards=false
• 关键词: Innovative; Guided; Inquiry; Laboratory; Course

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.

化学（12）本项目正在设计和实施一个创新的实验室课程，将大二的分析化学课程与第一学期的生物化学课程相结合。它侧重于学生的学习分为四个阶段，结合指导和引导调查（GI）策略与个人和团队的责任，在两个逐步更复杂和更具挑战性的实验室会议每周周期。学习支持的数量和类型随着课程的进展而变化。蛋白质细胞色素c（Cyt c）被选为一个中心统一的主题，因为它已成功地用于本科生物化学课程。 第1阶段采用了一组实验，从现有的分析过程和文献（约12个实验室周期）。学生，成对工作，介绍了分析设备和技术，细胞色素c，和GI工作环境的期望。 第2阶段将学生分配到学习团队，并通过一系列GI，基于项目的实验室（约9个周期）。学生按照自己的节奏工作，将第1阶段的分析技术应用于蛋白质分离，分析和表征。 第3阶段允许团队在实验室设计方面更加独立，因为他们选择两个最终GI项目（约4个周期）之一，结合分子生物学技术，研究Cyt c对DNA的氧化损伤或Cyt c的DNA分离和测序。 第4阶段提供了一个顶点体验，团队在其中展示研究成果（约2个周期），以展示他们的研究专业知识。 实验室工作得到了HPLC、稳态荧光计和色谱柜的支持。 学生的学习分为5个阶段进行评估，包括入门级，课程期间定期，课程结束时，大四期间和毕业后。评估检查学习成果，例如概念的应用、内容知识的保留、实验室操作技能的保留和信心、科学推理技能和高阶认知的使用，以及对科学研究方法和使用的态度。智力优势：这种创新的课程设计为学生学习化学提供了一个独特的机会。提供团队学习经验和GI的课程更现实地模拟了当代科学工作场所，并积极吸引学生，预计将导致学生对学习过程的更大所有权，增加内容保留率，并提高对科学事业的兴趣。学生正在学习将化学（分析）的一个领域的技术直接与另一个领域（生物化学）联系起来，扩大他们的职业可能性范围。 现代分析和生物化学技术融入格鲁吉亚南方大学的化学课程，使学生接触到快速发展的生物技术产业中使用的各种技术。更广泛的影响：从该项目中构建的详细和专业评估中获得的结果预计将大大有助于我们对GI和STEM领域合作教学的理解。修订后的课程适应任何具有化学专业的机构，因为它不需要额外的时间。论文和演讲确保了模型的广泛传播。 由于格鲁吉亚南部的人口统计数据，很大一部分学生来自代表性不足的少数民族和服务不足的农村人口，为NSF实现STEM劳动力多样化的目标做出了重大贡献。