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

这个合作项目通过一种由学习系统的理论和证据提供信息的技术支持的、主动学习的教学方法来改变生物入门课程中的学习。具体地说，这个项目克服了学生在理解复杂生物系统方面的问题，并以一种积极参与课堂内外学生参与的方式分配学习。这个项目评估了教学法的有效性，提供了关于生物学入门学生如何在生物系统内和跨生物系统表达复杂过程的研究，并调查了反思性和深度学习方法的发展。这个项目的智力优势来自于一种技术丰富的方法，允许教师在课堂外交流选定的内容，并在课堂上用有前途的积极学习策略取代传统的讲座。一种改编自工程学的方法，根据系统的结构、行为和功能来分析系统，是用来促进对生物系统的学习和理解的理论框架。该项目通过在机构内部和跨机构建立和加强社区来产生更广泛的影响。仅在合作机构，预计就有数百名学生受益于改进后的教学框架。实践和课程材料的传播应该影响生物课程中多个机构和级别的学生。预计将在地方和国家专业协会会议上以口头和海报形式传播研究成果。此外，预计还将通过面向科学教育期刊的手稿来传播这项研究的成果。对STEM教育研究文献的贡献应该会为更广泛的学术和科学教育研究社区带来深刻的见解。

This collaborative project transforms learning in introductory biology courses through a technology-supported, active-learning pedagogy that is informed by theory and evidence about learning systems. Specifically, this project overcomes students' problems in understanding complex biological systems and distributes learning in a way that actively engages students in and out of class. This project evaluates the effectiveness of the pedagogy, provides research on how introductory biology students articulate complex processes within and across biological systems, and investigates development of reflective and deep learning approaches.The intellectual merit of this project results from a technology-rich approach, allowing instructors to communicate selected content outside of class and replacing traditional lectures with promising active learning strategies in class. An approach adapted from engineering that analyzes systems in terms of their Structure, Behavior, and Function is the theoretical framework employed to facilitate learning and understanding of biological systems. This project creates broader impacts by building and strengthening community within and across institutions. At the collaborating institutions alone, several hundred students are expected to benefit from the enhanced instructional framework. Dissemination of practices and curricular materials should impact students at multiple institutions and levels in the biology curriculum. Research findings are expected to be disseminated as oral and poster communication at local and national meetings of professional societies. Further, outcomes of this research are also expected to be disseminated via manuscripts targeted for science education journals. Contributions to the STEM education research literature should yield insights to the broader academic and science education research communities.