Class Generated Community Clicker Cases: testing a novel pedagogic approach connecting science and non-major students in large introductory biology classes

课堂生成的社区点击案例：测试在大型生物学入门课程中连接科学和非专业学生的新颖教学方法

• 批准号: 0942290
• 负责人: Tamar Goulet
• 金额: $ 19.97万
• 依托单位: University of Mississippi
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-01-01 至 2015-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0942290&HistoricalAwards=false
• 关键词: Class; Generated; Community; Clicker; Cases

(Biological Sciences 61) The use of clickers, particularly in large introductory courses, is becoming increasingly promising as a means of stimulating class discussions and encouraging participation by all students. This project is developing and testing the efficacy of a novel pedagogic alternative, Class Generated Community Clicker Cases (CGCCC), to lecturing in a large introductory biology course. A minimum of 1540 students, in 14 sections, are being involved in development and evaluation of this technique that has been successfully pilot tested by the Principle Investigator. Before the start day for class discussion of a topic, students are given a one-page faculty generated questionnaire relevant to it. The students are told to use the questionnaire to interview a real person and write down the verbal answers as they hear them, in the tone of the interviewee. During the next class period, students use clickers to report interview responses. The class results are displayed in histograms immediately after the question is asked. Students then read about the topic in their textbook and, in the next class period, utilizing the clickers, they take a quiz to determine their knowledge of the topic covered and their understanding of the concepts within it. The course is constructed so that interview data analysis days alternate with days devoted to discussion and explanation of chapter content and concepts. Ultimately students are challenged to reveal what misconceptions their interviewee had about the topic and, in the penultimate assignment about a specific topic, they return to their interviewee and discuss with them one of the interview questions and share one aspect of the course content. The students then hand-in a brief statement on how the interviewee responded to their discussion. The effectiveness of CGCCC versus lecturing will be assessed using four indicators, two assessing student knowledge of biology, and two assessing students opinion of the course: students' factual knowledge; students' ability to assimilate and apply the learned information; rates of student attendance in the class; and self-reported student satisfaction with the course. Intellectual merit: The intellectual merit stems from: the improvement of a core curriculum course; the production of an entire syllabus that can be used by or serve as a model for other institutions and, the potential for the data generated by these studies to address faculty concerns about the use of non-lecture alternative methods for teaching large introductory science classes. Broader impacts: The broader impacts stem from: the training and mentorship of graduate students to be educators as well as scientists; the regional workshops for faculty from a variety of academic settings; and the journal publications and conference presentations being produced.

点击器的使用，特别是在大型入门课程中，作为激发课堂讨论和鼓励所有学生参与的一种手段，越来越有希望。 这个项目正在开发和测试一种新的教学方法的有效性，类生成的社区点击案例（CGCCC），在一个大型的生物学入门课程讲课。至少有1540名学生，在14个部分，正在参与开发和评估这一技术，已成功地试点测试的主要研究者。 在开始课堂讨论某个话题之前，学生们会拿到一页由教师制作的与该话题相关的调查问卷。学生们被要求用调查问卷采访一个真实的人，并以被采访者的语气写下他们听到的口头回答。在下一节课中，学生们用点击器报告面试的回答。提问后，课堂结果立即显示在直方图中。 然后，学生阅读课本中的主题，在下一节课，利用点击器进行小测验，以确定他们对所涵盖主题的知识和对其中概念的理解。本课程的结构是，访谈数据分析日与专门讨论和解释章节内容和概念的日交替进行。最后，学生们被要求揭示他们的受访者对这个主题的误解，在关于一个特定主题的倒数第二个作业中，他们回到受访者身边，与他们讨论一个面试问题，并分享课程内容的一个方面。然后，学生们就受访者如何回应他们的讨论提交一份简短的声明。CGCCC与讲课的有效性将使用四个指标进行评估，两个评估学生的生物学知识，两个评估学生对课程的看法：学生的事实知识;学生吸收和应用所学信息的能力;学生上课出勤率;和自我报告的学生对课程的满意度。智力优点：智力价值源于：核心课程的改进;可以被其他机构使用或作为模型的整个教学大纲的制作，以及这些研究产生的数据解决教师对使用非讲座替代方法教授大型入门科学课程的担忧的潜力。更广泛的影响：更广泛的影响来自：培训和指导研究生成为教育工作者和科学家;为来自各种学术环境的教员举办区域讲习班;以及正在编写的期刊出版物和会议介绍。