A FRAMEWORK FOR REASONING IN CELL BIOLOGY COURSES

生物科学（61）本项目正在开发推理框架，通过设计：a）呼吸，光合作用和遗传学相关的计算机分级作业问题作为教学/评估项目和B）用于个人响应系统（点击器）的讲座中的问题序列，围绕基本的生物学重要科学原理组织标准内容。 这些项目可用作形成性评估工具，以确定学生将特定生物内容（事实）整合到关键概念（时间项目）中的能力，跟踪（跟踪）信息，物质和能量。时代项目正在被引入一系列课程：兰辛社区学院的遗传学课程，密歇根州立大学的生物学入门课程和更高水平的遗传学课程。 TIME项目的教学效果通过以下方式进行评估：a）跟踪学生在旨在衡量原则性推理的问题上的表现，以及B）通过在学生工作项目时采访学生，确定项目作为评估工具的有效性。这个项目的智力价值来自于它的学习理论基础，它的基础是对学生思维的广泛研究，以及其方法的广泛适用性。正在进行的研究包括定性和定量分析，为其他人提供了评估这一方法和酌情推广这一方法的基础。更广泛的影响：该项目具有广泛适用的潜力，因为它正在两个非常不同的机构的一系列课程中开发和测试。 生物教育界的成员开始使用这些框架进行推理，在他们的评估工作中，（解释学生对遗传学概念清单中问题的回答），细胞呼吸和光合作用，以及生态学教师研讨会（相关的诊断问题聚类），并普遍加强STEM课程改革工作的发展和分析（推理和总结性评估项目的框架）。

Biological Sciences (61)This project is developing frameworks for reasoning that organize standard content around basic biologically significant scientific principles by designing: a) respiration, photosynthesis, and genetics related computer-gradable homework questions as teaching/assessment items and b) sequences of questions for use in lecture with personal response systems (clickers). These items can be used as formative assessment tools to determine students ability to integrate specific biological content (facts) into key concepts (TIME items), Tracing (keeping track of) Information, Matter, and Energy. The TIME items are being introduced into a spectrum of courses: a genetics course at Lansing Community College, and introductory biology courses and a higher level genetics course at Michigan State University. The efficacy of the TIME items for teaching are being evaluated by: a) following student performance on questions designed to measure principled reasoning and b) determining the validity of the items as assessment tools by interviewing students as they work items.Intellectual Merit: The intellectual merit of this project arises from its grounding in learning theory, its basis in extensive research on students' thinking, and the wide applicability of its approach. The research being done includes both qualitative and quantitative analyses that provide others a basis by which to evaluate this approach and replicate it as appropriate. Broader Impacts: The project has a potential for broad applicability because it is being developed and tested in a continuum of courses and at two very different institutions. Members of the biology education community are beginning to use these frameworks for reasoning in their assessment work in classes as varied as genetics (to interpret student responses to questions in a genetics concept inventory), cellular respiration and photosynthesis, and faculty workshops in ecology (the associated diagnostic question clusters), and generally to enhance development and analysis of efforts for STEM course reform (the frameworks for reasoning and summative assessment items).