Incorporating Model Experiments and Interactive Software into Freshman Biology Course

生物科学(61)作为创建以学生为中心的自然科学学习社区的综合改革的一部分，我们为生物专业实施了一项新的课程，强调动手、体验式学习，并为半独立的学生研究提供越来越多的机会。特别是，我们的生物学入门课程使用了许多方法来帮助新生过渡到积极的学习环境。首先，为了鼓励学生接受主动学习，我们将一种名为即时教学的互动式网络教学策略整合到《生物学原理I》课程的讲课部分。这一策略利用互联网实现的快速交流，让学生积极参与课程，并使教师能够根据学生的需求快速调整课程。其次，我们使用脱敏策略来解决我们的学生对技术在研究中的作用不熟悉的问题。通过在课程的实验室部分引入两个新的实验包(仪器和生物体)，为期两周的形式，我们能够减少学生的焦虑和促进指导。这两个新的实验包是基于对戴维森学院开发的基因结构和遗传同源性实验室和胡德学院开发的海葵能量学实验室的改造。职前教师以新生的身份参与项目的各个方面，后来又以研究生助理的身份参加课程。周六上午的工作坊为职前和在职教师提供了更多的实践学习活动。主动性和互动性相结合的教学策略对学习有特别积极的影响。

Biological Sciences (61) As part of a comprehensive reform to create a student-centered natural sciences learning community, we have implemented a new curriculum for Biology majors that stresses hands-on, experiential learning and provides progressively greater opportunities for semi-independent student research. In particular, our introductory biology course utilizes many approaches to assist Freshman students in transitioning to an active learning environment. First, to encourage students to embrace active learning, we have integrated an interactive, Web-based teaching strategy called Just-in-Time Teaching into the lecture component of the Principles of Biology I course. This strategy uses the rapid communication made possible by the Internet to keep students actively involved in the course and to allow the instructor to adjust lessons rapidly in response to student needs. Second, we utilize a desensitization strategy to address our students' unfamiliarity with the role of technology in research. By introducing two new experimental packages (instruments and organisms) into the laboratory component of the course in a two-week format, we are able to reduce student anxiety and foster mentoring. These two new experimental packages are based on adaptations of a gene structure and genetic homology laboratory developed at Davidson College and a Sea Anemone energetics laboratory developed at Hood College. Pre-service teachers are involved in all aspects of the projects as Freshman students enrolled in the course and later on as graduate assistants. Saturday morning workshops provide additional exposure to hands-on learning activities for both pre-service and in-service teachers. The combination of active and interactive teaching strategies have particularly positive effects on learning.