Integrated Knowledge-Based Experiences for First-Year Biology and Chemistry Laboratories

该项目正在设计一门普通化学和生物实验室之间的综合课程，通过写作统一起来，为一年级学生创造一个共同的STEM探究主题。它调查了一个连贯的一年级科学和写作课程如何帮助学生提高跨学科综合知识的能力，建立吸收新知识的背景框架，提高实验室和写作技能的熟练程度，以及改善对科学和交流的态度。通过发展和评估综合生物和化学实验室，编写与技能发展有关的单元(例如，显微镜和其他实验室技术、数据管理和分析、来源分析和整合、科学写作、同行评审、口头交流)，以及研究生化原理和过程(例如，生物分子的化学性质、氧化还原和酶反应、色素吸收光、细胞结构的化学作用)，实现了项目目标。这一低级跨学科研究的模式正在开发中，以便广泛地转移到各种高等教育机构，并有助于在现有和未来的教职员工和相关教学助理之间形成协调的科学教学的新兴范例。实验室单元和综合教学法经过同行审查，向公众提供，并向STEM和写作教育工作者网络传播。

This project is designing an integrated curriculum between general chemistry and biology laboratories unified by writing to create a common theme of STEM inquiry for first-year students. It investigates how a cohesive first-year science and writing curriculum can help students improve their capacities to synthesize knowledge across disciplines, build contextual frameworks for assimilating new knowledge, develop proficiency in laboratory and writing skills, and improve attitudes toward science and communication. Project goals are met through the development and assessment of integrated biology and chemistry laboratories, writing modules relating to skills development (e.g., microscopy and other lab techniques, data management and analysis, source analysis and integration, scientific writing, peer review, oral communication), and investigation of biochemical principles and processes (e.g., chemical nature of biomolecules, oxidation-reduction and enzymatic reactions, light absorption by pigments, chemical effects on cellular structures). This model for lower-division interdisciplinary study is being developed to be broadly transferable to a wide variety of post-secondary institutions, and contributes to an emerging paradigm of coordinated scientific teaching among current and future faculty and associated teaching assistants. The laboratory modules and integration pedagogy are peer-reviewed, made publicly available, and disseminated to networks of STEM and writing educators.