EAGER Proposal to Examine Potential Threshold Concepts Specific to the Biological Sciences

迫切建议检查生物科学特有的潜在阈值概念

• 批准号: 1505165
• 负责人: David Feldon
• 金额: $ 3.32万
• 依托单位: Utah 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 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1505165&HistoricalAwards=false
• 关键词: EAGER; Proposal; Examine; Potential; Threshold

In this EAGER proposal, the investigator proposes to conduct exploratory research into threshold concepts in graduate student learning of biology. These are concepts that are hypothesized to be transformative and critical in the progression of a student as primarily a learner to a producer of knowledge. The investigator and students will attempt to identify the skills and competencies that are needed for students to succeed in their doctoral education and the extent to which these might represent affirmation of the threshold concept hypothesis. The researchers will interview graduate students and faculty as identified through a number of professional societies in biology. Focus groups will also be conducted. The study represents among the first studies of graduate learning and cognition in STEM fields. The research is therefore exploratory and high risk. If successful, this research could have longer-term transformative effects on graduate education. Identifying core competencies of how student learning and skills development succeeds in biology could be used in improving the way in which graduate students are taught and enhancing the productivity of learning.

在本次EAGER提案中，研究者提出对研究生生物学学习中的阈值概念进行探索性研究。这些概念被认为在学生从学习者到知识创造者的过程中具有变革性和关键性。研究者和学生将试图确定学生在博士教育中取得成功所需的技能和能力，以及这些技能和能力在多大程度上可能代表对阈值概念假设的肯定。研究人员将采访通过一些生物学专业协会确定的研究生和教师。还将进行焦点小组讨论。该研究代表了STEM领域研究生学习和认知的首批研究之一。因此，这项研究具有探索性和高风险。如果成功，这项研究可能会对研究生教育产生长期的变革性影响。确定学生在生物学中学习和技能发展成功的核心能力，可以用于改善研究生的教学方式和提高学习效率。