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.

该项目旨在通过改善生物学教育课程来满足国家利益。该项目将开发，测试和发布核心概念教学工具（CCTT）的集合，教师学生如何将其对生物学核心概念跨尺度和子学科转移以了解新颖和复杂的生物学现象。愿景与变化（V＆C）报告（AAAS，2011年）确定了生物学的五个核心概念，并呼吁本科生物学讲师使用这些概念来将其教学和学生在生物学量表和子学科中的学习联系起来。该报告强调有必要为本科生物学学生做准备，以为新兴的跨学科领域做出贡献，这些领域通过建立他们在看似不同的信息，概念和问题之间建立联系的能力来解决复杂问题。但是，当前可用的教学工具主要集中于在亚科上环境中教授核心概念。作为该项目的一部分开发的CCTT将满足教学工具的需求，这些教学工具教学工具可以教会学生在范围和子学科中转移核心概念知识。该项目将使生物学教育者跨尺度和子学科具有专业知识，共同参与教师学习社区，以开发，测试和在课程中发布CCTTS的集合。每个CCTT将以描述复杂的生物学现象的简短叙述开始。叙述之后的活动和问题将使用Branchaw和Cary的概念元素框架（2017）来构建，以指导学生识别叙事中的核心概念要素的过程，回顾他们已经对这些核心概念元素的了解，并运用其先验知识来了解叙述中描述的新颖现象。在Coursesource发表之前，将开发大约45个CCTT，并在全国范围内的潜水机构进行试验。教师将能够通过子学科，核心概念和概念元素搜索CCTT的CCTT，并免费下载它们。 NSF IUSE：EDU计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响评估审查标准，被认为是珍贵的支持。