Reconstructing the Introductory Biology Curriculum Using Inquiry-Based Approaches

生物科学(61)进入我们生物高级课程的学生对基本的生物学概念和科学方法论的理解较弱。此外，许多学生很难在我们的入门课程中取得成功，平均而言，只有不到40%的新生完成了该专业。我们的项目旨在通过重建我们的生物入门课程来加强我们生物专业的学生的学习。该项目有五个主要目标：(1)将学生对基本科学概念的广泛接触与通过直接调查深入理解的重要机会相结合；(2)更加强调概念、过程和积极的科学探究；(3)开发学生在本科课程开始时掌握和探索新的科学主题所需的智力工具；(4)提供以学生为中心的支持性课程，促进学生从高中过渡到本科水平；(5)提高教师适应和引进新开发的材料、教学方法和技术的能力。我们正在实施一项新的入门课程，包括两门新的概念课程和修改后的植物学和动物学课程。课程的基础是采用和实施以探究为基础的示范性教学做法(例如，在大型讲座中积极学习、学生之间的合作和案例研究)和实验室调查(例如，Dickey和Koniski的调查方法，Research Link 2000)。在D·埃伯特·梅的领导下，正在制定评估方法和进行项目评估。在整个项目中，强调发展所有教职员工的教学能力。由于我们的新课程，预计学生正在开发必要的智力工具和内容知识，以加强高级课程的学习，同时增加他们对生物学习的信心和兴趣。

Biological Sciences (61) Students entering our upper-level biology courses are weak in their understanding of basic biological concepts and scientific methodologies. Furthermore, many students have difficulty succeeding in our introductory courses and, on average, fewer than 40% of entering students complete the major. Our project is designed to enhance learning by our biology majors through reconstruction of our introductory biology curriculum. The project has five major objectives: (1) to combine broad exposure of students to basic scientific concepts with significant opportunities for in-depth understanding through direct investigation; (2) to place a greater emphasis on concepts, processes, and active scientific inquiry; (3) to develop the intellectual tools needed by students to grasp and explore new scientific topics at the outset of their undergraduate curriculum; (4) to provide a supportive student-centered curriculum that facilitates the transition of students from a high school to an undergraduate level of study; and (5) to enhance the ability of faculty to adapt and introduce newly developed materials, pedagogical methods, and technologies into their courses. We are implementing a new introductory curriculum that consists of two new concept courses and revised courses in Botany and Zoology. The curriculum is based on adaptation and implementation of exemplary teaching practices (e.g., active learning in large lectures, collaboration among students, and case studies) and laboratory investigations (e.g., Dickey and Koniski's investigative approaches, Research Link 2000) that are inquiry-based. Development of assessment methods and project evaluation is being conducted under the leadership of D. Ebert-May. Throughout the project, development of the teaching abilities of all faculty is being emphasized. As a result of our new curriculum, it is expected that students are developing the intellectual tools and knowledge of content necessary for enhanced learning in advanced courses, while increasing their confidence and interest in biological study.