An Adaptation of a Research-Based Laboratory Model to Life Sciences

（生物科学61）一个广泛使用的成功模式，将研究纳入化学实验室课程（从中心为真正的科学实践教育，“CASPiE”）正在适应第一年的生物科学实验室课程在研究型大学（普渡大学）和主要的本科院校（普渡大学中北部）。总体目标是促进学生对科学方法，生物研究及其产品的理解。同时，该方法还提高了学生在本科教育早期阶段交流科学数据和原理的能力。在开发CASPiE模型的普渡大学人员的协助下，正在开发三个新模块，每个模块都基于三个不同教员之一的研究，一个在细菌遗传学，一个在神经解剖学，一个在种群生物学。每个模块的设计，使学生在团队中工作，分析初步结果，使用这些结果来修改实验设计，以进一步调查，并集体总结研究的结论，并提出海报格式的最终结果。这些模块可以使用多年，并与其他机构共享。课程评分的标准正在根据已经为CASPiE模式制定的标准进行调整，评估新实验室课程教育成果的CASPiE工具也是如此。拟议工作的智力价值植根于科学教育和生物科学。在教育方面，本研究探讨：（1）将研究融入化学实验入门课程的成功模式能否适用于生命科学;（2）以研究为本的学习经验不仅能为学生提供基本技能，还能提高学生对科学的理解和沟通科学的能力;以及（3）在本科课程中早期接触研究将提高学生对科学的保留率和他们寻求独立研究经验的意愿。此外，学生进行的研究有助于研究细菌遗传学，神经解剖学和群体遗传学的教师指导的项目。这项工作的广泛影响也各不相同。这是如何适应不同科学领域和不同机构类型的本科教学模块的一个例子。该项目的结果也增加了我们对将研究模块引入入门课程的有效性的认识。

(Biological Sciences 61)A widely used successful model for incorporating research into chemistry laboratory courses (from the Center for Authentic Science Practice in Education, "CASPiE") is being adapted in a first-year biological science laboratory course at a research university (Purdue University) and a primarily undergraduate institution (Purdue University North Central). The overarching goal is to advance students' understanding of the scientific method, of biological research and of its products. Simultaneously, the method is improving students' ability to communicate scientific data and principles at an early stage in their undergraduate education. With the assistance of personnel at Purdue University that developed the CASPiE model, three new modules are being developed, each based on the research of one of three different faculty members, one in bacterial genetics, one in neuro-anatomy, and one in population biology. Each module is designed so that students work in teams to analyze preliminary results, use such results to revise the experimental design for further inquiry, and collectively summarize the conclusions of the research and present final results in poster format. The modules can be used in multiple years and shared with other institutions. Rubrics for course grading are being adapted from those already developed for the CASPiE model, as are CASPiE instruments for assessment of the educational outcomes of the new laboratory course. The intellectual merit of the proposed work is rooted in both science education and biological science. In terms of education, the work investigates whether: (1) a successful model for incorporating research into introductory laboratory courses in Chemistry can be adapted to the Life Sciences; (2) a research-based learning experience can not only provide basic skills for students, but also enhance students' scientific understanding and their ability to communicate science; and, (3) early exposure to research in an undergraduate program will improve both student retention in science and their willingness to seek out independent research experiences. In addition the research that students conduct is contributing to faculty-guided projects investigating bacterial genetics, neuro-anatomy, and population genetics. The broader impacts of the work are also varied. It is an example of how to adapt undergraduate teaching modules across different science fields and within different institution types. Results from the project are adding, as well, to our growing body of knowledge about the efficacy of introducing research modules into introductory courses.