Design-based and Interdisciplinary Strategies for Learning in Laboratory Sciences

该项目建立了一种基于设计的探究方法来教授跨学科的高级实验课程，促进学生和教师的合作，并将技术融入学习过程。学生修读细胞生物学、高级仪器分析和统计学入门这三门课程，合作完成一学期的研究项目，研究与空气污染和肺细胞毒性有关的问题。对于宾夕法尼亚州西南部来说，这是一个相关的话题，那里的污染暴露与死亡率的上升有关。学生使用虚拟实验室和在线视频教程来补充技术技能，加强科学学习和Web 2.0互动协作技术，以在整个学期进行协作。智力价值：项目活动基于文献中发表的关于学生如何最好地学习科学和科学调查过程的研究，以及补充技术如何积极影响学习。该项目建立在主要研究人员之前的工作基础上，并得到了整个大学的支持。主要的教学目标是：1。开发、调整和完善基于设计的探究方法，使用真实世界的数据和学生开发的研究。2. 将学习技术，如交互式虚拟实验室和视频教程纳入课程。3. 评估这种方法对学生对科学概念和过程的理解、高阶技能以及对科学和研究的态度的影响。更广泛的影响：该项目每年直接影响约150-200名STEM学生（其中四分之三的学生参加了实验室科学课程）。科学调查教学的跨学科框架可以在其他学科和其他机构中进行调整。项目成果和课程框架通过一系列教学和学习论坛在Seton Hill传播，通过专业协会全国会议和同行评审期刊的会议向其他STEM教师传播，并通过Seton Hill网站免费向公众发布。虚拟实验室和视频教程正在通过国家STEM分布式学习（NSDL）服务的编目广泛传播。该项目由生物科学理事会和本科教育司教育与人力资源理事会共同资助，作为支持本科生物学教育的愿景与变革的一部分。

This project establishes a design-based inquiry approach to teaching advanced laboratory courses that is interdisciplinary in nature, fosters student and instructor collaboration, and incorporates technology into the learning process. Students in three courses, Cell Biology, Advanced Instrumental Analysis, and Introductory Statistics, collaborate on semester-long research projects investigating questions related to air pollution and lung cell toxicity. This is a relevant topic for southwestern Pennsylvania, where pollution exposure has been correlated with an increase in mortality rates. The students use virtual laboratories and online video tutorials to supplement technical skills and enhance science learning and Web 2.0 interactive collaborative technologies to collaborate throughout the semester.Intellectual Merit: Project activities are based on research published in the literature about how students best learn science and the process of scientific investigation, and how supplemental technology can positively impact learning. The project builds on prior work by the Principal Investigators and is supported by university-wide commitments. The primary pedagogical goals are to: 1. Develop, adapt, and refine design-based inquiry approaches to laboratory experiences that use real-world data and student-developed research studies. 2. Incorporate learning technologies, such as interactive virtual labs and video tutorials into the curriculum. 3. Assess the effect of this approach on student understanding of scientific concepts and processes, higher order skills, and attitudes toward science and research.Broader Impacts: The project directly impacts approximately 150-200 STEM students per year (three-fourths of whom are enrolled in laboratory science courses). The interdisciplinary framework for teaching scientific investigation can be adapted within other disciplines and at other institutions. Project findings and the curricular framework are being disseminated at Seton Hill through a series of teaching and learning forums, to other STEM faculty through conferences at professional society national meetings and publication in peer-reviewed journals, and freely to the general public via the Seton Hill website. The virtual laboratories and video tutorials are being disseminated broadly through cataloging with the National STEM Distributed Learning (NSDL) services.This project is being jointly funded by the Directorate for Biological Sciences and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their efforts toward support of Vision and Change in Undergraduate Biology Education.