Enhancing Biology Education Research by Bridging Disciplinary Boundaries between Discipline-based Education Research in Biology and Learning Sciences.

通过弥合生物学和学习科学学科教育研究之间的学科界限来加强生物教育研究。

• 批准号: 2017278
• 负责人: Melanie Peffer
• 金额: $ 4.97万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-06-01 至 2022-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2017278&HistoricalAwards=false
• 关键词: Enhancing; Biology; Education; Research; Bridging

A working knowledge of biology is increasingly important as society grapples with new genetic technologies, conservation, and the impacts of climate change. To help ensure a scientifically literate society that is prepared to deal with these issues, it is thus in the national interest to develop effective methods of teaching biological concepts. To that end, collaborations between scientists in discipline-based education research in biology (DBER-BIO) and learning sciences (LS; including cognitive, educational, and developmental psychology) have resulted in new theories and pedagogical strategies that advance understanding of learning in biology. Despite the benefits, however, these partnerships are relatively uncommon. Although the DBER-BIO and LS communities share the goal of understanding learning, connecting the two groups is often hindered by differences in training, methodologies, and practices. To facilitate collaboration between DBER-BIO and LS, the PI team will host a one-day workshop. The goals of the workshop are to develop connections between researchers from different disciplines, increase awareness of differences and similarities in perspectives towards education research, and equip participants with strategies for engaging in interdisciplinary work. Fostering these interdisciplinary collaborations will result in improved research on learning in biology that will ultimately improve undergraduate biology education.This project will support a one-day workshop for researchers in the LS and DBER-BIO communities. The workshop will foster interdisciplinary connections and identify strategies for collaboration through three activities: small group work, a panel discussion session with researchers who have experience in interdisciplinary collaborations, and a poster session. By the end of the workshop, it is anticipated that participants will have gained an appreciation of the value of interdisciplinary research and be equipped to pursue it. Data collected during the workshop will include discussion comments, collaborative strategies, and responses to an end-of-workshop survey. This data will be analyzed qualitatively using an in vivo approach for the first cycle of coding and focused coding for the second cycle to identify workshop outcomes. In turn, these will be evaluated to determine if the anticipated outcomes were met and to identify barriers to and facilitators of interdisciplinary collaboration as well as productive collaborative strategies. The PI team intends to share the results of this analysis through a meeting report, thus enabling the insights and strategies generated in the workshop to reach a broad audience.This project is being jointly funded by the Directorate for Biological Sciences, Division of Biological Infrastructure, 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/finalreport).This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

随着社会应对新的遗传技术、保护和气候变化的影响，生物学的工作知识越来越重要。为了帮助确保一个有科学素养的社会准备好处理这些问题，因此，制定有效的生物学概念教学方法符合国家利益。为此，生物学（DBER-BIO）和学习科学（LS;包括认知，教育和发展心理学）的科学家之间的合作产生了新的理论和教学策略，促进了对生物学学习的理解。然而，尽管有这些好处，这些伙伴关系相对来说并不常见。虽然DBER-BIO和LS社区都有理解学习的目标，但在培训、方法和实践方面的差异往往阻碍了这两个群体的联系。为了促进DBER-BIO和LS之间的合作，PI团队将举办为期一天的研讨会。讲习班的目标是发展来自不同学科的研究人员之间的联系，提高对教育研究观点的差异和相似性的认识，并使参与者掌握从事跨学科工作的战略。促进这些跨学科的合作将导致改善生物学学习的研究，最终将改善本科生物学教育。该项目将支持LS和DBER-BIO社区研究人员为期一天的研讨会。研讨会将通过三项活动促进跨学科联系，并确定合作战略：小组工作，与具有跨学科合作经验的研究人员进行小组讨论会，以及海报会议。在研讨会结束时，预计与会者将获得跨学科研究的价值的赞赏，并配备了追求它。在研讨会期间收集的数据将包括讨论意见，合作战略，并对研讨会结束时的调查的答复。将对这些数据进行定性分析，在第一个编码周期采用体内方法，在第二个周期采用重点编码方法，以确定研讨会的成果。反过来，这些将进行评估，以确定是否达到预期的成果，并确定跨学科合作的障碍和促进因素以及富有成效的合作战略。PI团队打算通过会议报告分享这一分析的结果，从而使研讨会上产生的见解和战略能够广泛传播。该项目由生物科学局、生物基础设施司和教育与人力资源局共同资助，本科教育部作为他们努力解决的一部分，在“本科生物学教育的愿景和变化：行动呼吁”所提出的挑战（http：//visionandchange/finalreport）。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。