Development and implementation of the MORE Pedagogy in Introductory Organic and Biochemistry Labs

这个IUSE项目旨在为伊利诺伊大学芝加哥分校的普通有机和生物化学（GOB）课程开发一个新的基于探究的本科实验课程。拟议的课程旨在通过促进批判性思维和将科学与日常生活和人类健康联系起来，为学生在医疗保健行业的职业生涯做好准备。这一目标将通过创建或修改12个实验来实现，这些实验将利用概念学习，正如MORE（模型-观察-反射-解释）框架所描述的那样。这种方法鼓励学生在实验前的练习中创建一个概念模型，在实验室中观察证实或反驳他们的模型的化学现象，反思他们原来的模型，并解释化学现象。开发的学习材料将供不同的城市通勤学生团体使用，并应可转移到其他机构。该项目的主要成果将是双重的；(a)在MORE框架内讲授的相关实验室程序和(b)相关培训和支持材料。通过形成性评估和总结性评估，调查人员将分析学生的调查数据，这些数据与他们对课程内容目标的信心和理解能力以及一系列辅助材料和活动的有用性有关。研究结果有望告知和拓宽关于化学概念情境化如何帮助学生学习以及促进学生成功的条件的知识基础。反过来，这样的结果将有助于为寻求进行类似努力的其他机构提供信息。助教的反馈（调查和访谈）也将用于调整课程实施，以确定助教在提供和实施探究性课程方面所起的作用，并了解他们对学生学习的影响。传播工作将包括出版关于为这项工作创建的调查工具的手稿，以及关于使MORE教学法适应GOB顺序的手稿。

This IUSE project seeks to develop a new inquiry-based undergraduate laboratory curriculum for General Organic and Biochemistry (GOB) courses at the University of Illinois at Chicago. The proposed courses are intended to prepare students for careers in healthcare professions by promoting critical thinking and connecting science to everyday life and human health. This goal will be accomplished through the creation or revision of 12 experiments that will utilize conceptual learning, as described by the MORE (Model-Observe-Reflect-Explain) framework. This approach encourages students to create a conceptual model in a pre-lab exercise, observe chemical phenomena in lab that confirm or refute their model, reflect upon their original model, and explain the chemical phenomena. The learning materials developed will be used by a diverse, urban commuter student body and should be transferrable to other institutions. The key outcomes for this project will be twofold; (a) relevant lab procedures taught within the MORE framework and (b) associated training and support materials. Through formative and summative evaluation the investigators will analyze survey data of students related to their confidence and ability to understand course content objectives, as well as to the usefulness of an array of support materials and activities. Findings are expected to inform and broaden the knowledge base regarding how the contextualization of chemistry concepts aids student learning and the conditions that promote success for students. In turn, such results will help inform other institutions seeking to undertake similar efforts. Feedback from TAs (surveys and interviews) will also be used to adjust course implementation, to determine the role that teaching assistants play in delivering and implementing an inquiry-based curriculum, and to understand their influence on student learning. Dissemination will involve publication of manuscripts on the survey tool that has been created for this work and on the adaptation of the MORE pedagogy to the GOB sequence.