Design-based and Interdisciplinary Strategies for Learning in Laboratory Sciences

基于设计的跨学科实验室科学学习策略

• 批准号: 1245134
• 负责人: Jamie Fornsaglio
• 金额: $ 16.6万
• 依托单位: Seton Hill University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-06-15 至 2016-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1245134&HistoricalAwards=false
• 关键词: Design; based; Interdisciplinary; Strategies; Learning

This project establishes a design-based inquiry approach to teaching advanced laboratory courses that is interdisciplinary in nature, fosters student and instructor collaboration, and incorporates technology into the learning process. Students in three courses, Cell Biology, Advanced Instrumental Analysis, and Introductory Statistics, collaborate on semester-long research projects investigating questions related to air pollution and lung cell toxicity. This is a relevant topic for southwestern Pennsylvania, where pollution exposure has been correlated with an increase in mortality rates. The students use virtual laboratories and online video tutorials to supplement technical skills and enhance science learning and Web 2.0 interactive collaborative technologies to collaborate throughout the semester.Intellectual Merit: Project activities are based on research published in the literature about how students best learn science and the process of scientific investigation, and how supplemental technology can positively impact learning. The project builds on prior work by the Principal Investigators and is supported by university-wide commitments. The primary pedagogical goals are to: 1. Develop, adapt, and refine design-based inquiry approaches to laboratory experiences that use real-world data and student-developed research studies. 2. Incorporate learning technologies, such as interactive virtual labs and video tutorials into the curriculum. 3. Assess the effect of this approach on student understanding of scientific concepts and processes, higher order skills, and attitudes toward science and research.Broader Impacts: The project directly impacts approximately 150-200 STEM students per year (three-fourths of whom are enrolled in laboratory science courses). The interdisciplinary framework for teaching scientific investigation can be adapted within other disciplines and at other institutions. Project findings and the curricular framework are being disseminated at Seton Hill through a series of teaching and learning forums, to other STEM faculty through conferences at professional society national meetings and publication in peer-reviewed journals, and freely to the general public via the Seton Hill website. The virtual laboratories and video tutorials are being disseminated broadly through cataloging with the National STEM Distributed Learning (NSDL) services.This project is being jointly funded by the Directorate for Biological Sciences and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their efforts toward support of Vision and Change in Undergraduate Biology Education.

该项目建立了一种基于设计的探究方法来教授跨学科的高级实验室课程，促进学生和教师的合作，并将技术融入学习过程。细胞生物学、高级仪器分析和入门统计学三门课程的学生合作开展为期一个学期的研究项目，调查与空气污染和肺细胞毒性相关的问题。这是宾夕法尼亚州西南部的一个相关话题，那里的污染暴露与死亡率的上升有关。学生们使用虚拟实验室和在线视频教程来补充技术技能并增强科学学习，并使用 Web 2.0 交互式协作技术在整个学期进行协作。智力优势：项目活动基于文献中发表的研究，涉及学生如何最好地学习科学和科学研究过程，以及补充技术如何对学习产生积极影响。该项目建立在首席研究员之前的工作基础上，并得到了全校承诺的支持。 主要教学目标是： 1. 开发、调整和完善基于设计的探究方法，以利用真实世界数据和学生开发的研究来实现实验室体验。 2. 将交互式虚拟实验室和视频教程等学习技术纳入课程中。 3. 评估该方法对学生理解科学概念和过程、高阶技能以及对科学和研究的态度的影响。更广泛的影响：该项目每年直接影响大约 150-200 名 STEM 学生（其中四分之三就读实验室科学课程）。 科学研究教学的跨学科框架可以在其他学科和其他机构内进行调整。项目研究结果和课程框架正在 Seton Hill 通过一系列教学论坛传播，通过专业协会全国会议的会议和在同行评审期刊上发表的会议向其他 STEM 教师传播，并通过 Seton Hill 网站免费向公众传播。虚拟实验室和视频教程正在通过国家 STEM 分布式学习 (NSDL) 服务编目广泛传播。该项目由生物科学局和教育和人力资源局、本科教育司共同资助，作为支持本科生物教育愿景和变革的努力的一部分。