Before, During and After Class Learning Cycle Activities

化学（12）“课前、课中和课后学习循环活动”项目侧重于大型导论讲座和对教学材料的需求，这些材料支持以探究为导向的教学策略，并鼓励学生积极参与合作学习环境。该项目正在开发24套教学材料，以支持科学和工程专业一年制课程的教学。这些教学材料将是基于学习周期方法的课堂会议“前”、“中”和“后”的活动。在上课之前，学生将完成一个基于网络的课前探索（BCE），包括使用模拟程序进行数据收集活动和有关数据的问题。回答被存储在一个数据库中，这样讲师就可以评估学生已有的知识，允许为每节课定制讲座活动。课堂发明（DCI）使用BCE中生成的数据以及问题/问题来发展一个专注于课程学习目标的概念。合作小组完成DCI，并使用点击器报告个人/小组的反应。课后应用（ACA）是一套基于网络的概念和算法问题，允许学生应用由BCE引入和DCI“发明”的概念知识。本计划所使用的教学策略，是由合作学习、探究式教学策略和先行组织者的研究所支持。创新的教学材料采用了完善的研究性原则，可以作为其他学科教师的榜样。为期两天的研讨会将为教授大型讲座的教师提供培训、理论背景和产生新活动的机会。

Chemistry (12) The "Before, During and After Class Learning Cycle Activities" project focuses on large introductory lectures and the need for instructional materials that support an inquiry-oriented instructional strategy, and encourage active student engagement in a cooperative learning setting. The project is developing 24 sets of instructional materials that support instruction in a one-year course for science and engineering majors. These instructional materials will be activities for "before", "during", and "after" class meetings based on the Learning Cycle Approach. Before lecture students will complete a web-based Before Class Exploration (BCE), consisting of a data collection activity using a simulation program and questions about the data. Responses are stored in a database so the instructor can assess student's pre-existing knowledge, allowing lecture activities to be customized for each class. The During Class Invention (DCI) uses data generated in the BCE along with questions/problems to develop a concept that focuses on course learning objective(s). Cooperative groups complete the DCI and individual/group responses are reported using clickers. The After Class Application (ACA) is a web-based set of conceptual and algorithmic questions that allow students to apply their knowledge of the concept introduced by the BCE and "invented" by the DCI. The instructional tactics used in this project are supported by the research on cooperative learning, inquiry-based instructional strategies, and advance organizers. The innovative instructional materials use sound research-based principles and can serve as a model for instructors in other disciplines. A two-day workshop for faculty teaching large lecture sections will provide training, theoretical background, and opportunity to generate new sets of activities.