Animated Case Studies In Science (ACSIS): Transforming Student Learning of Biology.

该研究计划正在开发基于探究的复杂生理过程（扩散，渗透和过滤）的动画案例研究，并在引入大型大学生物学入门课程时批判性地评估其对学生学习的影响。本研究旨在确定使用动画案例研究的学生与仅使用从动画中提取的静态图像的学生相比，是否会：（1）在生理过程的动态性质方面有更大的学习收获，以及（2）更多地参与科学。 定性观察被用来衡量学生参与案例研究。 参与这项研究的学生的反馈被用来改善现有的案例研究，并确定其他生理过程，作为未来的案例研究的重点介绍biologiclesclass.Intellectual Merit：这个项目是动画设计师，教师，科学教育研究人员和课程设计师提供关键信息。因此，这项研究的成果将推进几个领域的现有知识基础，并有可能对如何教授复杂的生物过程产生变革性影响。关于动画案例研究为何以及何时比包含静态图像的案例研究更能促进学生学习的新见解，是本研究的一个重要潜在贡献。这项研究的结果不仅对科学教师、科学教育研究者和课程设计者有意义，而且也为动画和教育游戏设计者，并可能有助于建立新的指导方针，为设计动画用于科学课堂，以及对动画学习的评估。此外，通过将动画案例研究纳入生物学入门课程，感兴趣的生物学学生将被招募与科学教育和动画本科生合作，规划和设计新的动画过程，突出学生发现难以掌握的其他生物过程。动画和研究结果将在国家和国际生物专业学会会议上发表，包括美国生理学会和科学教育研究会议。动画的设计者将在国家数字媒体会议上展示它们。研究生和本科生将在部门研讨会和全州会议上展示他们的研究成果。 与莫尔豪斯学院的合作拓宽了学生和教师的参与范围。

This research program is developing inquiry-based animated case studies of complex physiological processes (diffusion, osmosis and filtration) and critically assessing their effect on student learning when introduced into large introductory college biology classes. This study is being designed to determine if students using animated case studies, when compared to those using only still images abstracted from the animations, will: (1) have greater learning gains regarding the dynamic nature of the physiological processes, and (2) be more engaged in science. Qualitative observations are being used to gauge student engagement in the case studies. Feedback from students participating in this study is being used to improve the existing case studies and to identify other physiological processes to serve as the focus of future case studies for introductory biology classes.Intellectual Merit: This project is providing critical information for animation designers, teachers, science education researchers, and curriculum designers. As a consequence, the outcomes of this study will advance the current knowledge base in several fields, and have the potential to be transformative on how complex biological processes are taught. New insights into why and when animated case studies lead to better student learning than case studies containing still images is an important potential contribution of this study.Broader Impacts: The results of this study could be relevant not only for science instructors, science education researchers, and curriculum designers, but also for animation and educational game designers and could contribute to establishing new guidelines for the design of animations used in the science classroom, and for the assessment of learning with animations. In addition, by incorporating the animated case studies into the introductory biology curriculum, interested biology students will be recruited to collaborate with science education and animation undergraduate students in the planning and design of new animated processes, highlighting other biological processes that students find difficult to master. The animations and research findings will be presented at national and international biology professional society meetings including those of the American Physiological Society and at Science Education Research conferences. The designers of the animations will present them at national Digital Media conferences. The graduate and undergraduate students will present their research findings in departmental seminars and at statewide conferences. Partnership with Morehouse College broadens the spectrum of students and faculty involved.