Promoting Inquiry and Scientific Literacy in Non-Science Major Undergraduate Biology

专业：生物科学（61）该项目为非生物学专业本科生的大型（每年超过2000名学生）入门讲座和实验室课程引入了新的教学和评估格式，以提高学生的科学素养和对科学过程的参与度。采用的方法包括：（1）将实验室课程修改为基于探究的格式，以解决当代科学问题并将其与普通学生的经验联系起来;（2）适应和实施新的学生评估格式，包括科学写作启发式（Keys，Hand，Prain，&柯林斯，1999年，《科学教学研究杂志》，第36版，第1055页）和科学素养测试（Norris，菲利普斯，&Korpan，2003年，《科学教育》，第87版，第1055页）。通过写作、协作学习和形成性评估，帮助培养对科学概念和科学调查性质的清晰理解;（3）利用关于科学主题的文章，为讨论和辩论当代科学问题提供机会;（4）制定研究生培训计划，以确保基于探究的实验室和新评估的高质量教学;以及（5）广泛评估新活动和评估对学生学习的影响。该项目的智力价值在于其高质量的概念，生物实验室学习经验应包括与严格的研究，对学生学习的影响所制定的变化平行。 该项目更广泛的影响包括：（1）创建和传播适用于大型入门课程的课程设置和评估的有据可查的新方法;（2）为对科学没有什么天赋或兴趣的学生提供丰富的教学和学习机会的潜力;以及（3）向格鲁吉亚大学和其他机构的其他学院教师传播这些方法。

Discipline: Biological Sciences (61)This project introduces new instructional and assessment formats into a large (over 2000 students per year) introductory lecture and laboratory course for non-major undergraduate students in biology in order to improve the students' scientific literacy and engagement in scientific processes. The methods being employed include: (1) modification of the laboratory curriculum towards an inquiry-based format that addresses contemporary scientific issues and relates them to common student experiences; (2) adaptation and implementation of new student assessment formats including the Science Writing Heuristic (Keys, Hand, Prain, & Collins, 1999, Journal of Research in Science Teaching, v36, p1055) and a Scientific Literacy Test (Norris, Phillips, & Korpan, 2003, Science Education, v87, p224) to help foster a clear understanding of scientific concepts and the nature of scientific investigation through writing, collaborative learning, and formative assessment; (3) use of articles about scientific topics to provide opportunities for discussion and debate of contemporary scientific issues; (4) development of a graduate student training program to insure high quality instruction for the inquiry-based labs and new assessments; and (5) extensive evaluation of the impact of the new activities and assessments on student learning.The intellectual merit of the project is found in its conception of what a high quality biology laboratory learning experience should encompass in parallel with rigorous research on the effects of the changes instituted on student learning. The broader impacts of the project include: (1) the creation and dissemination of well documented new approaches to course curriculum and assessment applicable to large introductory courses; (2) the potential for rich teaching and learning opportunities for students with little aptitude or interest in science; and (3) dissemination of these methods to other college faculty both at the University of Georgia and at other institutions.