Connecting Research and Teaching with Inquiry-Based Biology Laboratories

生物科学(61)我们第一年的生物学实验室正在进行重大修改，采用并实施了“生理学教学研究的计算机实验室”(A.M.Smith，美国国家科学基金会颁发的奖项#9650721)。该计划使用连接到实验室仪器的计算机，这些实验室是在基于询问的框架内进行的。我们采用这种方法是为了在每次实验室调查中明确链接到一个教员研究项目(S)。每个实验室都围绕着一个核心生物学原理的研究而设计。学生有时间和自由来设计实验，收集和分析与理解这一原理相关的数据，并将这些数据与教师研究实验室产生的数据进行比较。通过重新设计这些实验室，我们致力于实现以下目标：1)提高学生的生物素养；2)提高学生对科学作为一个过程的理解；3)改善学生对生物的态度；4)提高生物学专业的留存率；5)为科学教育专业的学生建立研究性学习的模式。《生物学原理》是一门为期两个学期的生物学入门课程，面向各专业，也招收了一批重要的科学教育专业学生。PI和Co-PI最近通过参加F.I.R.S.T.(通过实地站改革科学教学的学院学院，国家科学基金会奖#9752713)，接受了以探究为基础的教学法培训。因此，我们完全改变了我们教授原理讲座的部分的方式，从讲授形式转变为基于探究/合作学习的形式。我们的初步数据和来自学生的轶事反馈使我们相信，这种教学风格对教师和学生来说都是有效和令人兴奋的。该项目将这些创新的教学技术应用于实验室。将教师研究注入到学生实验室课程中，也通过向学生宣传教师研究，并从学生本科生涯开始就将学生纳入教师研究项目，来支持我们日益增长的本科生研究计划。评估是在国家专家Ebert-May博士的指导下进行的，他是密歇根州立大学莱曼·布里格斯学院的主任。评估是严格的，与项目的目标捆绑在一起，既是形成性的，也是终结性的。我们的长期目标是为阿克伦大学的每一个理科专业提供探究式学习。

Biological Sciences (61) Our first- year Biology laboratory is being revised significantly by adapting and implementing "A Computer- Based Laboratory for Teaching Investigative Research in Physiology" (A. M. Smith, NSF- DUE award #9650721). This program uses computers connected to instrumentation for laboratories conducted in an inquiry- based framework. Our adaptation of this approach is to make an explicit link to a faculty research program( s) during each lab investigation. Each laboratory is designed around investigation of a central biological principle. Students are given the time and latitude to design experiments, collect, and analyze data related to understanding that principle and to compare this data to that generated in faculty research laboratories. In redesigning these labs, we are working toward the following goals:1) Increased "biological literacy" among our students, 2) Increased understanding of Science as a Process, 3) Improved student attitudes toward Biology, 4) Increased retention of Biology majors, and 5) Modeling of Inquiry- Based Learning for science education majors. Principles of Biology is a two- semester introductory biology sequence for majors that also enrolls a significant contingent of science education majors. The PI and Co- PI have recently been trained in Inquiry- Based pedagogies through participation in F. I. R. S. T.( Faculty Institutes for Reforming Science Teaching through field stations, NSF award # 9752713). As a result, we have completely changed how we teach our sections of the Principles lecture, from a lecture format to an inquiry- based/ cooperative learning format. Our preliminary data and anecdotal feedback from students convinced us that this style of teaching is effective and exciting for both faculty and students. This project applies these innovative pedagogical techniques to the laboratory. The infusion of faculty research into the student laboratory classes also feeds our growing undergraduate research program by advertising faculty research to students and by including students in faculty research projects from the beginning of their undergraduate careers. Assessment is under the guidance of a national expert, Dr. Ebert- May, Director of the Lyman Briggs School at Michigan State Univ. Assessment is rigorous, tied to the project's goals, and is both formative and summative. It is our long- term goal to provide Inquiry- Based Learning for every science major at the University of Akron.