Investigative Laboratories for Intermediate Physiology

（61）国家教育过程经常被指责使其毕业生没有深刻的概念理解能力，无法察觉概念之间的联系和识别复杂数据中的模式。促进深入理解、欣赏科学过程和参与研究兴奋的一个有效策略，包括研究性实验室，让学生参与到真实的研究体验中，既“动手”又“思考”。本课题是在本科动植物生理学课程中实施研究性实验经验。通过使用先进的设备，这些实验室的改进旨在弥合通常向学生开放的途径与期刊文章中报告的工作类型之间的智力鸿沟。该项目使用derupp - olson和Riddiford（生理学教师，1975）的“项目实验室”论文作为模型。具体目标，反映了项目的智力价值，包括：1)实施调查实验室；2)培养学生的科学态度和对科学探究的欣赏；3)促进对生理概念的深刻、连贯的理解。期望的结果是促进学生对生理学的专业知识和概念掌握，并积极转变学生的科学态度和对科学探究的欣赏。该项目的设计和在实现这些目标方面的效果将通过在国家科学会议上的演讲和提交给《生理学教育进展》的手稿来传播。更广泛的影响是多方面的。在奥伯林生物系内，拟议的活动进一步推动了采用美国国家科学院关键的生物2010报告的建议，特别是在教学和研究的整合以及学生参与有意义的研究经验方面。然而，真正的影响可能会更大，因为Oberlin毕业生中有很高比例从事教育事业，而且人们相信教师倾向于以他们被教导的方式教学（Bransford et al., 2000）。

Biological Sciences (61) The national educational process is frequently faulted for leaving its graduates without the deep conceptual understanding necessary to perceive connections among concepts and identify patterns within complex data. One effective strategy for promoting deep understanding, as well as appreciation for the scientific process and engagement with the excitement of research, involves investigative laboratories, in which students engage in an authentic research experience, one both "hands-on" and "minds-on." This project is implementing investigative laboratory experiences in undergraduate animal and plant physiology courses. Through the use of advanced equipment, these laboratory enhancements aim to bridge the intellectual gulf between avenues typically open to students and the type of work reported in journal articles. The project uses as a model a "Project Lab" paper by Deyrup-Olson and Riddiford (Physiology Teacher, 1975). The specific objectives, reflective of the project's intellectual merit, comprise: 1) implementation of the investigative laboratories; 2) development of students' scientific attitudes and appreciation of scientific inquiry; and 3) promotion of deep, coherent understanding of physiological concepts. The desired outcomes are a promotion of students' expertise and conceptual grasp of physiology and a positive shift in students' scientific attitudes and appreciation of scientific inquiry. The project's design and efficacy in achieving these objectives will be disseminated through presentations at national scientific meetings and via a manuscript written for submission to Advances in Physiology Education. The broader impacts are several-fold. Within Oberlin's Biology Department the proposed activities further advances efforts to adopt recommendations of the pivotal Bio2010 report of the National Academy of Science, especially for integration of teaching and research and involvement of students in meaningful research experiences. The true impact, however, will likely be greater, given that a high percentage of Oberlin graduates pursue careers in education, and it is believed that instructors tend to teach in the manner in which they were taught (Bransford et al., 2000).