Literature-Based Scientific Learning in Genetics

生物科学（61）基于文献的案例研究（LBCS）的综合收集正在创建，以实现基于探究的遗传学学习。正在创建的案例研究使用原始文献，使学生在科学发现的背景下集中学习遗传学的基本概念。因此，学生通过有意识地参与学习周期和科学探究的过程来学习遗传概念，即“科学学习”。基于建构主义学习的教学模式被用于创建基于文献的案例研究和相关的学习材料。智力优势：案例研究模拟了科学发现和分析的过程，实践问题和练习帮助学生测试他们的理解。总体而言，该项目旨在提高科学思维，概念理解和科学信息能力。学生们被赋予分析和管理科学信息，提出问题并获得有关遗传学的答案的能力。项目的评估采用直接方法（例如，嵌入考试问题）和间接方法（例如，课堂学生问题分析）。使用LBCS方法的学生学习是通过形成性（例如，在练习题和练习中的表现）和总结性（例如，嵌入的考试问题）来评估的。在线调查是用来获得学生对方法和他们的学习的看法。更广泛的影响：本项目的主要更广泛的影响是，在以往案例研究和基于问题的学习教学方法的基础上，创建了一个强大的基于文献的体验式科学学习模型。研究结果正被开发成一种互动式的、以探究为基础的电子教科书，其主要目标是促进教科书理念的转变，从知识传播向知识发现转变。这种模式预计适用于任何科学学科或教学水平。此外，该项目开创了将科学信息能力练习整合到基于案例研究的本科教学中的做法。该项目还通过涉及具有高中科学教学职业目标的研究生和本科生助理，影响未来科学教师的培养。

Biological Sciences (61) A comprehensive collection of literature-based case studies (LBCS) is being created to enable inquiry-based learning in genetics. Case studies being created use the primary literature to focus student learning on the fundamental concepts of genetics in the context of scientific discovery. As a result students are learning genetic concepts through deliberate engagement in the learning cycle and the process of scientific inquiry, i.e., "scientific learning." A pedagogical model based on constructivist learning is being employed to create the literature-based case studies and associated learning materials. Intellectual Merit: The case studies model the process of scientific discovery and analysis and practice questions and exercises help students test their understanding. Overall, the project aims to promote scientific thinking, conceptual understanding and scientific information competence. Students are being empowered to analyze and manage scientific information, ask questions and obtain answers about genetics. The projects is being evaluated using both direct (e.g., embedded exam questions) and indirect measures (e.g., in class student question analysis). Student learning using the LBCS approach is being assessed using formative (e.g., performance on practice questions and exercises) and summative (e.g., embedded exam questions) measures. Online surveys are used to obtain student perceptions regarding the approach and their learning. Broader Impact: The primary broader impact of this project is the creation of a model for robust literature-based, experiential scientific learning that builds upon previous case study and problem-based learning teaching methods. The results are being developed into an interactive, inquiry-based electronic textbook whose primary goal is to facilitate a shift in textbook philosophy from one of knowledge transmission to one of knowledge discovery. This model is anticipated to be applicable to any science discipline or level of instruction. In addition, the project is pioneering the integration of scientific information competence exercises into case study-based undergraduate instruction. The project is also impacting the training of future science teachers by involving graduate and undergraduate student assistants with high school science teaching career goals.