Tools for Assessment in Genetics
遗传学评估工具
基本信息
- 批准号:1710262
- 负责人:
- 金额:$ 18.28万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2017
- 资助国家:美国
- 起止时间:2017-08-15 至 2022-07-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
Genetics is one of the key foundational subjects for all biology majors and also one of the most challenging for students to learn. A deep understanding of genetics requires students to understand processes that are invisible to the naked eye, master technical jargon, and think mathematically. Many recent national reports have challenged science educators to develop courses that promote a deeper understanding of core biological concepts by adopting teaching approaches that are evidence-based and student-centered instead of asking students to memorize isolated facts. As teaching techniques in genetics classrooms change, college instructors often struggle to determine if their changes lead to increased student learning. This project, when completed, will provide tools, called concept inventories (CI), needed for educators to determine the level of student understanding and misunderstanding of several core genetics concepts, such as the nature of mutations and how genes interact in a living system. These tools can be used by faculty to determine the teaching methods and classroom practices that best suit the needs of their students. This project aims to improve how biological sciences are learned and taught in college to meet the nation?s need for more and better educated graduates in the biological sciences.Although multiple broad-spectrum genetics concept tests exist, the intellectual merit of this project is to develop several new concept inventories focused on a range of sub-topics. The project will include faculty and students from community colleges, R1, regional, and small private schools across the country. The first stage will be to gather student responses to open ended questions that require deep understanding of mutations, pedigrees, epistasis, epigenetics, and polygenic inheritance. The second stage will be to develop multiple choice assessments that include student misconceptions that were identified as possible answers in the open-ended responses. The third stage will administer the concept inventories in multiple classrooms across the country to determine whether the concept inventories address the stated course learning objectives, perform similarly in different settings, and can distinguish between high and low performing students. The completed concept inventories will enable instructors to more easily develop and evaluate specific teaching strategies and precisely address misconceptions within each classroom. This project has the potential to positively affect how hundreds of instructors teach genetics and to improve the genetics understanding of thousands of students for years to come. This project is being jointly funded by the Genetic Mechanisms Program in the Directorate for Biological Sciences, Division of Molecular and Cellular Biosciences and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their efforts to address the challenges posed in Vision and Change in Undergraduate Biology Education: A Call to Action (http://visionandchange.org/finalreport/).
遗传学是所有生物专业的关键基础学科之一,也是学生学习中最具挑战性的学科之一。对遗传学的深入理解需要学生理解肉眼看不见的过程,掌握技术术语,并进行数学思考。最近的许多国家报告要求科学教育工作者开发课程,通过采用以证据为基础、以学生为中心的教学方法,而不是要求学生记住孤立的事实,来促进对核心生物学概念的更深入理解。随着遗传学课堂教学技术的变化,大学教师往往难以确定他们的变化是否会增加学生的学习。该项目完成后,将提供被称为概念清单(CI)的工具,教育工作者需要这些工具来确定学生对几个核心遗传学概念的理解和误解程度,例如突变的性质和基因如何在生命系统中相互作用。教师可以使用这些工具来确定最适合学生需求的教学方法和课堂实践。这个项目旨在改善大学生物科学的学习和教学方式,以满足全国的需求?S需要更多、受过更好教育的生物科学毕业生。尽管存在多种广谱遗传学概念测试,但该项目的智力优势是开发了几个新的概念清单,集中在一系列子主题上。该项目将包括来自全国各地的社区大学、R1、地区和小型私立学校的教职员工和学生。第一阶段将收集学生对开放式问题的反应,这些问题需要对突变、家系、上位性、表观遗传学和多基因遗传有深入的了解。第二阶段是开发多项选择评估,其中包括学生的误解,这些误解被确定为开放式回答中可能的答案。第三阶段将管理全国多个教室的概念清单,以确定概念清单是否针对所述的课程学习目标,在不同的环境中表现相似,以及是否能够区分表现优异的学生和表现不佳的学生。完成的概念清单将使教师能够更容易地制定和评估具体的教学策略,并准确地解决每个课堂中的误解。这个项目有可能对数百名教师教授遗传学的方式产生积极影响,并在未来几年提高数千名学生对遗传学的理解。该项目由生物科学局分子和细胞生物科学部的遗传机制计划和本科教育司的教育和人力资源局联合资助,作为他们应对《本科生物学教育的愿景与变革:行动呼吁》(http://visionandchange.org/finalreport/).)中提出的挑战的努力的一部分
项目成果
期刊论文数量(3)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
The Development and Validation of the Mutation Criterion Referenced Assessment (MuCRA)
突变标准参考评估 (MuCRA) 的开发和验证
- DOI:10.1080/00219266.2022.2100451
- 发表时间:2022
- 期刊:
- 影响因子:1.1
- 作者:Wasendorf, Chloe;W. Reid, Joshua;Seipelt-Thiemann, Rebecca;Grimes, Z. T.;Couch, Brock;Peters, Nick T.;Massimelli Sewall, Julia;McCombs, Audrey L.;I. Armstrong, Patrick;Boury, Nancy
- 通讯作者:Boury, Nancy
An Assessment to Investigate Student Conceptions of Pedigree Analysis
调查学生谱系分析概念的评估
- DOI:10.1525/abt.2022.84.9.535
- 发表时间:2022
- 期刊:
- 影响因子:0
- 作者:Grimes, Zachary T.;Boury, Nancy M.;Wasendorf, Chloe;McCombs, Audrey L.;Reid, Joshua W.;James, Olena;Couch, Brock;Armstrong, Patrick I.;Seipelt-Thiemann, Rebecca L.
- 通讯作者:Seipelt-Thiemann, Rebecca L.
Undergraduate Student (Mis)understandings of Mutations
本科生对突变的(错误)理解
- DOI:10.1096/fasebj.2019.33.1_supplement.454.18
- 发表时间:2019
- 期刊:
- 影响因子:0
- 作者:Seipelt‐Thiemann, Rebecca;Reid, Joshua;Grimes, Zachary;Wasendorf, Chloe;Couch, Brock;James, Olena;Peters, Nick;Boury, Nancy
- 通讯作者:Boury, Nancy
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Nancy Boury其他文献
Implementing Pedagogical Change in Introductory Biology Courses Through the Use of Faculty Learning Communities
通过利用教师学习社区实施生物学入门课程的教学变革
- DOI:
10.2505/4/jcst13_043_02_22 - 发表时间:
2013 - 期刊:
- 影响因子:0
- 作者:
E. Addis;Kathleen M. Quardokus;D. Bassham;P. Becraft;C. Coffman;J. Powell;Nancy Boury;J. T. Colbert - 通讯作者:
J. T. Colbert
Exploring the Role of Student Seating Preference and Performance in a Large Introductory STEM Course: Where to Sit?
探索学生座位偏好和表现在大型 STEM 入门课程中的作用:坐在哪里?
- DOI:
10.1080/0047231x.2023.12290634 - 发表时间:
2023 - 期刊:
- 影响因子:0
- 作者:
Chloe Wasendorf;Audrey McCombs;Nancy Boury - 通讯作者:
Nancy Boury
Using Collaborative Projects to Promote Active Learning of Microbial Skin Diseases and Their Impact on Everyday Lives
利用合作项目促进微生物皮肤病及其对日常生活影响的主动学习
- DOI:
- 发表时间:
2023 - 期刊:
- 影响因子:0
- 作者:
J. Ebomoyi;Nancy Boury - 通讯作者:
Nancy Boury
Nancy Boury的其他文献
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{{ truncateString('Nancy Boury', 18)}}的其他基金
RCN-UBE: Case-based Active Science Education (CASE) Mentoring Network
RCN-UBE:基于案例的主动科学教育 (CASE) 指导网络
- 批准号:
2316317 - 财政年份:2023
- 资助金额:
$ 18.28万 - 项目类别:
Standard Grant
Increasing Science Literacy in Microbiology through the Use of Open Education Resources
通过使用开放教育资源提高微生物学科学素养
- 批准号:
2314597 - 财政年份:2023
- 资助金额:
$ 18.28万 - 项目类别:
Standard Grant
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