Promoting Active Learning Strategies in Biology (PALS)

促进生物学主动学习策略（PALS）

• 批准号: 1417735
• 负责人: Grant Gardner
• 金额: $ 43.79万
• 依托单位: Middle Tennessee State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2018-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1417735&HistoricalAwards=false
• 关键词: Promoting; Active; Learning; Strategies; Biology

The use of active learning strategies has long been advocated in the sciences, but high school science instruction remains highly didactic across the country. This project addresses this longstanding concern by examining the potential of two research-based and college-tested learning strategies in high school classrooms: Process Oriented Guided Inquiry Learning (POGIL) and Peer Instruction. The POGIL strategy was developed initially for chemistry classes, and Peer Instruction was developed within physics classes. These two learning strategies will be adapted for implementation in biology classes, with the goal of determining which strategy shows the most promise for increasing student achievement and attitudes toward science. The project will also study the influence of these instructional strategies on teacher beliefs about active learning and the contributions of these beliefs on student success in biology. Creation of the professional development model and materials for this project bring together high school biology teachers, university biology faculty, and science education specialists.The project will conduct design and development research to iteratively develop the instructional materials through a collaboration of high school teachers and college faculty members experienced in using the instructional approaches being compared. Adaptation of the learning strategies for use in biology was chosen because biology is the science course most often taught across schools in the country, and it is required for graduation in the state where this project is being conducted. To compare the outcomes of the two instructional approaches, 42 teacher pairs will be randomly assigned to one of three treatment groups: POGIL, Peer Instruction, or traditional instruction. Outcomes of the instructional approaches will be measured in terms of conceptual gains among teachers and students, attitudes toward science, personal agency beliefs, and instructional implementation fidelity.

在科学领域，积极学习策略的使用一直被提倡，但在全国范围内，高中科学教学仍然高度说教。 该项目通过研究两种基于研究和大学测试的学习策略在高中课堂上的潜力来解决这个长期关注的问题：过程导向的引导探究学习（POGIL）和同伴教学。 POGIL策略最初是为化学课开发的，而同伴指导是在物理课中开发的。 这两种学习策略将适用于生物课的实施，以确定哪种策略最有希望提高学生的成绩和对科学的态度。 该项目还将研究这些教学策略对教师关于主动学习的信念的影响，以及这些信念对学生在生物学方面取得成功的贡献。 该项目的专业发展模式和材料的创建汇集了高中生物学教师，大学生物学教师和科学教育专家。该项目将进行设计和开发研究，通过高中教师和大学教师在使用教学方法方面的合作，迭代开发教学材料。 之所以选择调整学习策略以用于生物学，是因为生物学是该国学校最常教授的科学课程，并且是进行该项目的州毕业所需的。 为了比较两种教学方法的结果，42对教师将被随机分配到三个治疗组之一：POGIL，同伴教学，或传统的教学。 教学方法的结果将在教师和学生之间的概念收益，对科学的态度，个人机构的信念，和教学实施的忠诚度方面进行衡量。