Collaborative Research: Distributing the load: using the Structure-Behavior-Function framework to inform instructional design in introductory biology

点击翻译按钮获取中文摘要

This collaborative project transforms learning in introductory biology courses through atechnology-supported, active-learning pedagogy that is informed by theory andevidence about learning systems. Specifically, this project overcomes students'problems in understanding complex biological systems and distributes learning in a waythat actively engages students in and out of class. This project evaluates theeffectiveness of the pedagogy, provides research on how introductory biology studentsarticulate complex processes within and across biological systems, and investigatesdevelopment of reflective and deep learning approaches.The intellectual merit of this project results from a technology-rich approach, allowinginstructors to communicate selected content outside of class and replacing traditionallectures with promising active learning strategies in class. An approach adapted fromengineering that analyzes systems in terms of their Structure, Behavior, and Function isthe theoretical framework employed to facilitate learning and understanding of biologicalsystems.This project creates broader impacts by building and strengthening community withinand across institutions. At the collaborating institutions alone, several hundred studentsare expected to benefit from the enhanced instructional framework. Dissemination ofpractices and curricular materials should impact students at multiple institutions andlevels in the biology curriculum. Research findings are expected to be disseminated asoral and poster communication at local and national meetings of professional societies.Further, outcomes of this research are also expected to be disseminated viamanuscripts targeted for science education journals. Contributions to the STEMeducation research literature should yield insights to the broader academic and scienceeducation research communities.