Curricular Learning to Optimize Science Education: C.L.O.S.E. the Gap in Introductory Biology

优化科学教育的课程学习：C.L.O.S.E.

• 批准号: 1118890
• 负责人: Scott Freeman
• 金额: $ 25万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-10-01 至 2016-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1118890&HistoricalAwards=false
• 关键词: Curricular; Learning; Optimize; Science; Education

This project is testing the hypothesis that a highly structured course design, developed and tested in one quarter of the 3-quarter introductory biology sequence for majors at the University of Washington (UW), can be implemented by instructors who teach introductory biology at three institutions diverse as to mission (from community college to an R1 institution) and class size (from 40 to 700). Intellectual merit: Recent work by this group (Haak et al (2011) Science 332 1213-1216,http://www.sciencemag.org/content/332/6034/1213.abstract) has shown that the highly structured course design--which combines intensive active learning in lecture-free class sessions with daily and weekly formative assessments in the form of on-line quizzes--increased overall student performance and lowered the achievement gap between students from disadvantaged versus advantaged backgrounds. Broadening participation: The current goal is to determine if the course materials can produce similar results in the hands of other instructors, working with other student populations (at Eastern Michigan and Eastern Washington Universities and at Everett (Washington) Community College). The course content at these institutions overlaps completely or substantially with Biology 180 at the University of Washington, the course that is already supported with evidence-based, high-structure materials. When the project is completed, data will be available from institutions ranging from selective to open enrollment, from R1s to community colleges, and with class enrollments from 700 to 40. The efficacy of the materials in the hands of an instructor with minimal teaching experience-specifically--a post-doctoral research associate or a newly hired, tenure-track research faculty member of the UW Department of Biology--is also being investigated within the same course to enable comparison of materials on performance in the same student population, when delivered by experienced versus inexperienced faculty.

该项目正在测试这样一个假设：高度结构化的课程设计，在华盛顿大学 (UW) 专业的 3 季度生物学入门序列的四分之一中开发和测试，可以由在使命（从社区学院到 R1 机构）和班级规模（从 40 到 700 人）不同的三个机构教授生物学入门的讲师实施。 智力优势：该小组最近的工作（Haak et al (2011) Science 332 1213-1216,http://www.sciencemag.org/content/332/6034/1213.abstract）表明，高度结构化的课程设计——将无讲座课堂中的强化主动学习与每日和每周的在线形成性评估相结合 测验——提高学生的整体表现，并缩小来自弱势背景的学生与来自优势背景的学生之间的成绩差距。扩大参与范围：当前的目标是确定课程材料是否可以在其他教师手中产生类似的结果，并与其他学生群体（东密歇根大学和东华盛顿大学以及埃弗里特（华盛顿）社区学院）合作。 这些机构的课程内容与华盛顿大学的生物学 180 完全或大量重叠，该课程已经得到基于证据的高结构材料的支持。该项目完成后，将从选择性招生到开放招生、从 R1 到社区学院、班级注册人数从 700 到 40 人的各种机构提供数据。在同一课程中，还将对具有最少教学经验的教师（特别是博士后研究员或华盛顿大学生物系新聘的终身教授）手中材料的有效性进行调查 能够对由经验丰富和缺乏经验的教师提供的相同学生群体的表现进行比较。