Incorporating Investigative Labs & Active Learning Into Non-majors Biology

生物科学(61)。这一CCLI适应和实施项目通过在非专业生物课程中融入两个基于研究的解决方案来解决学生脱离大招生科学课程的问题：1)纳入主动学习(通过个人反应系统)；2)增加一个调查性实验室部分。通过采用工作室生物学开发的材料，参加实验室课程的学生以小组合作的形式工作，在生物学的五个领域(生态学、进化论、遗传学、细胞/分子生物学和生理学)中的每一个领域进行原创性的调查。课堂上也会利用合作小组，学生解决讲师提出的概念性问题，解释图表，或设计实验来解决研究问题。本项目通过制作在线培训材料，解决了与教学助理培训有关的问题。这些结构和教学变化对学生对科学探究、关键生物学概念、科学推理技能以及对科学、技术和课程的态度的理解的影响通过各种定量方法(前测和后测、试题、讲座活动)和定性方法(焦点小组、对调查问题的开放式回答、课堂观察)进行评估。该项目有可能阐明提高不打算主修科学的学生群体的科学素养的机制。

Biological Science (61). This CCLI Adaptation and Implementation project addresses the issue of student disengagement in large-enrollment science courses by incorporating two research-based solutions in a non-majors biology course: 1) the incorporation of active learning (via a Personal Response System), and 2) the addition of an investigative laboratory component. Adapting materials developed by Workshop Biology, students enrolled in the laboratory course work in small cooperative groups to execute original investigations in each of the five areas of biology covered (ecology, evolution, genetics, cell/molecular biology, and physiology). Cooperative groups are also utilized in lecture, where students solve conceptual problems posed by the instructor, interpret graphs and tables, or design experiments to address a research question. Issues related to the training of teaching assistants are addressed in this project through the production of online training materials. The impact of these structural and pedagogical changes on students' understanding of scientific inquiry, key biological concepts, scientific reasoning skills, and attitudes about science, technology and the course are assessed using a variety of quantitative (pre-tests and post-tests, exam questions, lecture activities) and qualitative methods (focus groups, open-ended responses to survey questions, classroom observations). This project has the potential to elucidate mechanisms for improving the scientific literacy of populations of students who do not plan to major in science.