An Adaptation of a Research-Based Laboratory Model to Life Sciences

(生物科学61)一所研究型大学(普渡大学)和一所以本科为主的机构(普渡大学北中部)的一年级生物科学实验室课程正在采用一种广泛使用的将研究纳入化学实验室课程的成功模式(来自真实科学实践教育中心“CASPiE”)。总体目标是提高学生对科学方法、生物研究及其产品的理解。同时，该方法提高了学生在本科教育的早期阶段交流科学数据和原理的能力。在开发CASPiE模型的普渡大学人员的帮助下，正在开发三个新模块，每个模块都基于三个不同教职员工的研究，一个是细菌遗传学，一个是神经解剖学，一个是种群生物学。每个模块的设计是让学生以小组形式分析初步结果，使用这些结果修改实验设计以供进一步查询，并集体总结研究结论并以海报形式呈现最终结果。这些模块可以在多年内使用，并与其他机构共享。课程评分的标准正在从已经为CASPiE模式开发的标准中进行调整，CASPiE用于评估新实验室课程的教育结果的工具也是如此。这项拟议工作的智力价值植根于科学教育和生物科学。在教育方面，这项工作调查了：(1)将研究纳入化学入门实验室课程的成功模式是否适用于生命科学；(2)研究性学习经验不仅能为学生提供基本技能，还能提高学生的科学理解和交流科学的能力；(3)在本科课程中及早接触研究将提高学生对科学的保持能力，并提高他们寻求独立研究经验的意愿。此外，学生进行的研究还为教师指导的项目做出了贡献，这些项目研究了细菌遗传学、神经解剖学和种群遗传学。这项工作的更广泛影响也是多种多样的。它是如何在不同的科学领域和不同的院校类型中调整本科教学模块的一个例子。该项目的结果也增加了我们越来越多的关于在入门课程中引入研究模块的有效性的知识。

(Biological Sciences 61)A widely used successful model for incorporating research into chemistry laboratory courses (from the Center for Authentic Science Practice in Education, "CASPiE") is being adapted in a first-year biological science laboratory course at a research university (Purdue University) and a primarily undergraduate institution (Purdue University North Central). The overarching goal is to advance students' understanding of the scientific method, of biological research and of its products. Simultaneously, the method is improving students' ability to communicate scientific data and principles at an early stage in their undergraduate education. With the assistance of personnel at Purdue University that developed the CASPiE model, three new modules are being developed, each based on the research of one of three different faculty members, one in bacterial genetics, one in neuro-anatomy, and one in population biology. Each module is designed so that students work in teams to analyze preliminary results, use such results to revise the experimental design for further inquiry, and collectively summarize the conclusions of the research and present final results in poster format. The modules can be used in multiple years and shared with other institutions. Rubrics for course grading are being adapted from those already developed for the CASPiE model, as are CASPiE instruments for assessment of the educational outcomes of the new laboratory course. The intellectual merit of the proposed work is rooted in both science education and biological science. In terms of education, the work investigates whether: (1) a successful model for incorporating research into introductory laboratory courses in Chemistry can be adapted to the Life Sciences; (2) a research-based learning experience can not only provide basic skills for students, but also enhance students' scientific understanding and their ability to communicate science; and, (3) early exposure to research in an undergraduate program will improve both student retention in science and their willingness to seek out independent research experiences. In addition the research that students conduct is contributing to faculty-guided projects investigating bacterial genetics, neuro-anatomy, and population genetics. The broader impacts of the work are also varied. It is an example of how to adapt undergraduate teaching modules across different science fields and within different institution types. Results from the project are adding, as well, to our growing body of knowledge about the efficacy of introducing research modules into introductory courses.