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

在这个EAGER建议中，研究者建议对研究生生物学学习中的阈值概念进行探索性研究。 这些概念被假设为在学生从学习者到知识生产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。 研究人员将采访研究生和教师，他们是通过一些生物学专业协会确定的。 还将举行焦点小组会议。 该研究代表了STEM领域研究生学习和认知的首批研究。 因此，这项研究是探索性的，风险很高。 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。 确定学生学习和技能发展如何在生物学中取得成功的核心能力，可以用来改善研究生的教学方式，提高学习的生产力。

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.