Development of Scientific Understanding through Teaching Experiences

评估/研究（91）生物科学（61）智力价值：本项目旨在研究本科生的生物学课程开发和教学对培养对生物学概念的深刻理解和对该学科的亲和力的影响。该项目正在将其开发为文科教育中学生参与STEM学习的模式。这个项目是建立在四年的经验基础上的，涉及学生深入到公立小学和公立高中的教育推广（生物学）。学生设计和教授生物学课程模块，作为发现、参与和致力于学习生物科学的一种手段。学生们被要求利用和发展一系列的技能和能力：合作解决问题，沟通和灵活的思维。学生沉浸在科学的基本内容和探究过程中，以便与他人交流。K-12和大学生都通过这种活动获得了学习上的收获。这个项目加深了我们对这些战略的理解，并系统地记录了它们的影响。以下问题正在被解决：当本科生教学时，STEM学科学习如何深化？“教中学习”提高了哪些关键的学习维度？“教中学习”如何以其他课程所没有的方式影响这些关键维度？要将“教中学习”成功地整合到课程中，需要什么样的框架和基础设施？由于学生参与课程开发和教学对学习的影响没有被传统的评估充分体现，因此该项目还开发、评估和完善了一个标准，以分析他们创建的课程计划中记录的学生学习的证据。在这个主题中，有三个学习目标被跟踪：理解（学科内容和过程）；灵活性（创造性地转移和交流知识）；以及参与（有助于学习的动机和自信的品质）在新手-专家能力连续体中的作用。更广泛的影响：该项目通过涉及多个学生群体，对STEM教育产生了异常广泛的影响：扩大了传统上被剥夺科学权利的大学生对科学的参与，深化了生物学专业学生对终极学术经历的参与，并为科学不足的公立学校儿童提供了动态的、基于探究的科学课程。有证据表明，这种合作关系正在改变K-12学校教师的做法。研究结果的传播得益于与卡内基科学教育学院和卡内基促进教学基金会的伙伴关系。

Assessment/Research (91)Biological Sciences (61)Intellectual Merit: This project is examining the impact that the development and teaching of biology curricula by undergraduates has on developing a deep understanding of biological concepts and affinity for the discipline. The project is developing this as a model for engaged STEM learning for students within a liberal education. This project is building on four years of prior experience involving students deeply in educational outreach (in biology) to a public elementary school and a public high school. Students design and teach biology curriculum modules as a means to discovering, engaging with, and committing to learning in the biological sciences. Students are pushed to draw on and develop a range of skills and abilities: collaborative problem solving, communication, and flexible thinking. Students immerse themselves in the content and inquiry process fundamental to science in order to communicate with others. Both K-12 and college students have experienced learning gains as a result of this activity. This project is deepening our understanding of these strategies and systematically documenting their impact. The following questions are being addressed: How does STEM disciplinary learning deepen when undergraduates teach? What key dimensions of learning are enhanced by "Learning by Teaching?" How does "Learning by Teaching" affect these key dimensions in ways other kinds of coursework does not? What scaffolding and infrastructure are needed for "Learning by Teaching" to be successfully integrated into a curriculum? Because the impact on learning from student involvement in curriculum development and teaching is not fully captured by traditional assessments, this project is also developing, assessing, and refining a rubric to analyze the evidence of student learning as documented within the lesson plans they create. Within this rubric, three learning goals are being tracked: comprehension (of disciplinary content and process); flexibility (in the creative transfer and communication of knowledge); and engagement (the qualities of motivation and confidence that aid learning) along a novice-expert competency continuum. Broader Impact: This project has an unusually broad impact on STEM education by involving multiple student populations: expanding the involvement of traditionally disenfranchised college students in science, deepening the engagement of biology majors in a culminating academic experience, and reaching scientifically underserved public school children with dynamic, inquiry-based science curricula. Evidence has been gathered showing that the partnership is changing teacher practices in the K-12 schools. The dissemination of findings are benefiting from partnerships with the Carnegie Academy for Science Education and the Carnegie Foundation for the Advancement of Teaching.