Developing Teaching Tools to Promote Transfer of Core Concept Knowledge Across Biological Scales and Sub-disciplines.

开发教学工具以促进跨生物尺度和子学科的核心概念知识的转移。

• 批准号: 2336777
• 负责人: Jennifer Knight
• 金额: $ 23.27万
• 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: 2024
• 资助国家: 美国
• 起止时间: 2024-03-01 至 2027-02-28
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2336777&HistoricalAwards=false
• 关键词: Developing; Teaching; Tools; Promote; Transfer

This project aims to serve the national interest by improving curricula in biology education. This project will develop, test, and publish a collection of Core Concept Teaching Tools (CCTTs) that teach students how to transfer their knowledge of biology core concepts across scales and sub-disciplines to understand novel and complex biological phenomena. The Vision and Change (V&C) report (AAAS, 2011) identified five core concepts in biology and called on undergraduate biology instructors to use these concepts to connect their teaching and their students’ learning across biological scales and subdisciplines. The report highlighted the need to prepare undergraduate biology students to contribute to emerging interdisciplinary fields that address complex problems by building their ability to make connections across seemingly disparate pieces of information, concepts, and questions. However, currently available instructional tools primarily focus on teaching core concepts in sub-disciplinary contexts. The CCTTs developed as part of this project will address the need for instructional tools that teach students to transfer core concept knowledge across scales and subdisciplines.The project will bring biology educators with expertise across scales and sub-disciplines together to participate in faculty learning communities to develop, test, and publish a collection of CCTTs in CourseSource. Each CCTT will begin with a brief narrative describing a complex biological phenomenon. The activities and questions following the narrative will be constructed using Branchaw and Cary’s Conceptual Elements Framework (2017) to guide students through the process of recognizing the core concept elements in the narrative, recalling what they have already learned about those core concept elements, and applying their prior knowledge to understand the novel phenomenon described in the narrative. Approximately 45 CCTTs will be developed, and pilot tested at diverse institutions across the nation, before they are published in CourseSource. Instructors will be able to search the CourseSource database for CCTTs by subdisciplines, core concepts, and conceptual elements, and download them for free. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

本计划旨在改善生物教育课程，以服务国家利益。该项目将开发、测试和出版一系列核心概念教学工具（cctt），教学生如何跨尺度和子学科转移他们的生物学核心概念知识，以理解新颖和复杂的生物现象。远景与变化（V&amp；C）报告（AAAS, 2011）确定了生物学中的五个核心概念，并呼吁本科生物学讲师使用这些概念将他们的教学与学生跨生物尺度和分支学科的学习联系起来。该报告强调，需要培养生物学本科学生为新兴的跨学科领域做出贡献，通过培养他们在看似不相干的信息、概念和问题之间建立联系的能力，来解决复杂的问题。然而，目前可用的教学工具主要侧重于在子学科背景下教授核心概念。作为该项目的一部分开发的cctt将满足教学工具的需求，教学生跨尺度和分支学科转移核心概念知识。该项目将把具有不同规模和分支学科专业知识的生物学教育工作者聚集在一起，参与教师学习社区，在CourseSource上开发、测试和发布一系列cctt。每个CCTT将以一个描述复杂生物现象的简短叙述开始。运用Branchaw和Cary的《概念要素框架》（2017）构建叙事后的活动和问题，引导学生认识叙事中的核心概念要素，回顾他们已经了解的核心概念要素，并运用他们的先验知识来理解叙事中描述的小说现象。大约45个cctt将被开发出来，并在全国不同的机构进行试点测试，然后在CourseSource上发布。教师将能够按子学科、核心概念和概念元素在CourseSource数据库中搜索cctt，并免费下载。NSF IUSE: EDU项目支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。该奖项反映了美国国家科学基金会的法定使命，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。