A FRAMEWORK FOR REASONING IN CELL BIOLOGY COURSES

生物科学(61)这个项目正在开发推理框架，通过设计：a)呼吸作用、光合作用和遗传学相关的计算机可评分的家庭作业问题作为教学/评估项目，以及b)课堂上使用的问题序列与个人反应系统(点击器)，围绕具有生物学意义的基本科学原理组织标准内容。这些项目可以用作形成性评估工具，以确定学生将特定生物内容(事实)整合到关键概念(时间项目)中的能力，跟踪(跟踪)信息、物质和能量的能力。时间项目正在被引入到一系列课程中：兰辛社区学院的遗传学课程，以及密歇根州立大学的生物学入门课程和更高级别的遗传学课程。对教学时间项目的有效性进行评估的方法是：a)跟踪学生在测试原则性推理的问题上的表现，以及b)通过采访学生工作项目来确定项目作为评估工具的有效性。智力价值：这个项目的智力价值来自于它的学习理论基础，它的基础是对学生思维的广泛研究，以及它的方法的广泛适用性。正在进行的研究包括定性和定量分析，这些分析为其他人提供了评价这一方法并酌情复制它的基础。更广泛的影响：该项目具有广泛适用性的潜力，因为它是在一系列课程和两个非常不同的机构开发和测试的。生物教育界的成员开始在他们的课程评估工作中使用这些框架来进行推理，这些课程包括遗传学(解释学生对遗传学概念清单中问题的回答)、细胞呼吸和光合作用，以及教师在生态学方面的研讨会(相关的诊断性问题组)，并普遍加强对STEM课程改革努力的开发和分析(推理和总结性评估项目的框架)。

Biological Sciences (61)This project is developing frameworks for reasoning that organize standard content around basic biologically significant scientific principles by designing: a) respiration, photosynthesis, and genetics related computer-gradable homework questions as teaching/assessment items and b) sequences of questions for use in lecture with personal response systems (clickers). These items can be used as formative assessment tools to determine students ability to integrate specific biological content (facts) into key concepts (TIME items), Tracing (keeping track of) Information, Matter, and Energy. The TIME items are being introduced into a spectrum of courses: a genetics course at Lansing Community College, and introductory biology courses and a higher level genetics course at Michigan State University. The efficacy of the TIME items for teaching are being evaluated by: a) following student performance on questions designed to measure principled reasoning and b) determining the validity of the items as assessment tools by interviewing students as they work items.Intellectual Merit: The intellectual merit of this project arises from its grounding in learning theory, its basis in extensive research on students' thinking, and the wide applicability of its approach. The research being done includes both qualitative and quantitative analyses that provide others a basis by which to evaluate this approach and replicate it as appropriate. Broader Impacts: The project has a potential for broad applicability because it is being developed and tested in a continuum of courses and at two very different institutions. Members of the biology education community are beginning to use these frameworks for reasoning in their assessment work in classes as varied as genetics (to interpret student responses to questions in a genetics concept inventory), cellular respiration and photosynthesis, and faculty workshops in ecology (the associated diagnostic question clusters), and generally to enhance development and analysis of efforts for STEM course reform (the frameworks for reasoning and summative assessment items).