Q-Bio: Integration of Quantitative Concepts into Introductory Biology

（生物科学61）在这个项目中创建的基于网络的模块旨在帮助本科生在入门课程理解高级生物学课程的数学基础和生物学目前的职业生涯所需的越来越多的定量工作。正在创建的材料可以在一个大的生物学导论教室实施。主要目标是：（1）开发和完善定量学习模块（QBLMs），用于生物学专业导论课程的教学，（2）评估学生参与QBLMs的学习效果，（3）识别支持学习的模块的特征，（4）评估学生参与QBLMs的学习效果，（5）评估学生参与QBLMs的学习效果。（4）建立一个教师队伍，工作人员研究小组，系统地研究与QBLM使用相关的学生学习成果，并相应地计划实施策略。最初，这些模块正在亚利桑那大学生物学入门课程的选定部分中实施。在这个项目完成后，正在开发的材料将准备由其他教师在课程的其他部分实施。最终，将与其他机构建立伙伴关系，以便更广泛地传播这些材料。 智力优点：该项目正在开发和实施新的教材，将量化概念融入生物学教育的早期阶段，并改变学生对生物学的思考方式。该提案以两种方式建立在学生学习发展的先前工作基础上：它提供了各种旨在让学生成为自己学习的积极参与者的学习工具;它采用了一种循环模式，用于知识生产和改进本科STEM教育的实践。此外，该提案还有助于让来自不同学科（生物学、数学和科学教育）的学者参与对话，重点关注加强学生学习的共同目标，并纳入这些学科的观点，有助于建立一个学者社区。更广泛的影响：传播是通过以下渠道发生的：在网站上（http：//dels.nas.edu/summerinst/index.shtml）的国家科学院暑期学院本科生物学教育;和出版的一篇或多篇文章描述了我们的入门级生物学课程的新版本在本科教育生物学期刊（如细胞生物学教育）;和本科教育会议上的演讲。 由于向生命科学专业学生讲授数学的方式要发生持久的变化，需要数学和生物学教师的合作，因此还通过数学教育期刊上的文章与数学教育工作者分享材料。此外，生物学教育合作伙伴在一名研究生的协助下，正在分析项目实施各个阶段收集的数据。他们正在调查学生的学习风格，评估这些模块的功效，并在教育研究期刊上发表文章，在会议上发表演讲。

(Biological Sciences 61) The web based modules created within this project are designed to help undergraduate students in introductory classes understand the mathematical basis for upper level biology courses and the increasingly quantitative work required by current careers in biology. The materials being created can be implemented in a large Introductory Biology classroom. The key objectives are: (1) development and refinement of quantitative learning modules (QBLMs) for instructional use in introductory courses for biology majors; (2) evaluation of the student learning effects of engagement with the QBLMs; (3) identification of the modules' characteristics that support learning; and (4) creation of a faculty/staff study group that systematically studies the student learning outcomes associated with QBLM use and plans implementation strategies accordingly. Initially these modules are being implemented into selected sections of the Introductory Biology course at the University of Arizona. Upon completion of this project the materials being developed will be ready for implementation by other faculty in additional sections of the course. Ultimately, partnerships will be formed with other institutions with the goal of disseminating the materials more broadly. Intellectual merit: This project is developing and implementing new teaching materials that integrate quantitative concepts early in biology education and change the way students think about biology. The proposal builds on prior work in the development of student learning in two ways: it provides a variety of learning tools designed to engage students to become active participants in their own learning; and it employs a cyclic model for knowledge production and improvement of practice in undergraduate STEM education. In addition, the proposal serves to engage scholars from different disciplines (biology, mathematics and science education) in a dialogue that focuses on the common goal of enhancement of student learning and incorporates perspectives from these disciplines and serves to build a community of scholars. Broader impacts: Dissemination is occurring through the following channels: on the website (http://dels.nas.edu/summerinst/index.shtml) of the National Academies Summer Institutes on Undergraduate Education in Biology; and publication of one or more articles describing the new version of our entry-level biology course in undergraduate education biology journals (eg Cell Biology Education); and presentations in conferences on undergraduate education. Since durable changes in the way mathematics is taught to life sciences students involves the collaboration of mathematics and biology instructors, the material is also being shared with mathematics educators through articles in mathematics education journals. In addition, the data collected during the various stages of implementation of the project is being analyzed by the biology education co-PI, with the assistance of a graduate student. They are investigating student learning styles and assessing the efficacy of the modules, resulting in publications in journals on education research as well as presentations in conferences.