Collaborative Research: Distributing the load: using the Structure-Behavior-Function framework to inform instructional design in introductory biology

该合作项目通过技术支持的主动学习教学法，以学习系统的理论和证据为依据，改变生物学入门课程的学习方式。具体来说，这个项目克服了学生在理解复杂生物系统方面的问题，并以一种积极参与学生课堂内外的方式分配学习。该项目评估了教学法的有效性，提供了关于入门生物学学生如何在生物系统内部和跨生物系统阐明复杂过程的研究，并调查了反思性和深度学习方法的发展。该项目的智力价值来自于一种技术丰富的方法，允许教师在课堂外交流选定的内容，并在课堂上用有前途的主动学习策略取代传统的讲座。从工程角度分析系统的结构、行为和功能的方法是促进学习和理解生物系统的理论框架。该项目通过在机构内部和机构之间建立和加强社区，产生更广泛的影响。仅在合作院校，预计就有数百名学生受益于改进后的教学框架。在生物学课程中，实践和课程材料的传播应该影响到多个机构和层次的学生。预计研究结果将在地方和国家专业学会会议上以口头和海报形式传播。此外，这项研究的结果也有望通过针对科学教育期刊的手稿传播。对STEM教育研究文献的贡献应该为更广泛的学术和科学教育研究界提供见解。

This collaborative project transforms learning in introductory biology courses through a technology-supported, active-learning pedagogy that is informed by theory and evidence about learning systems. Specifically, this project overcomes students' problems in understanding complex biological systems and distributes learning in a way that actively engages students in and out of class. This project evaluates the effectiveness of the pedagogy, provides research on how introductory biology students articulate complex processes within and across biological systems, and investigates development of reflective and deep learning approaches.The intellectual merit of this project results from a technology-rich approach, allowing instructors to communicate selected content outside of class and replacing traditional lectures with promising active learning strategies in class. An approach adapted from engineering that analyzes systems in terms of their Structure, Behavior, and Function is the theoretical framework employed to facilitate learning and understanding of biological systems. This project creates broader impacts by building and strengthening community within and across institutions. At the collaborating institutions alone, several hundred students are expected to benefit from the enhanced instructional framework. Dissemination of practices and curricular materials should impact students at multiple institutions and levels in the biology curriculum. Research findings are expected to be disseminated as oral and poster communication at local and national meetings of professional societies. Further, outcomes of this research are also expected to be disseminated via manuscripts targeted for science education journals. Contributions to the STEM education research literature should yield insights to the broader academic and science education research communities.