Integrated Science Education for Discovery in Introductory Biology (InSciED-In)

大量证据支持传统的研究学徒制度在本科生的学术、个人和职业发展中的价值。明尼苏达大学生物科学学院在他们所有的生物入门课程中都融入了真实的研究经验。因此，目前每年有4000多名学生参与基于课堂的真实研究体验。该项目将扩大这一努力，使学生能够从最初的课堂设计的研究体验发展到全面的科学探究，从提出问题到产生新知识。这项建议的灵感来自于综合科学教育推广(INSCED OUT)计划(http://insciedout.org/)，)，该计划让中学生参与产生可发表成果的研究项目。该项目(名为INSCED-In)旨在为包括生物专业和非专业的本科生提供严谨、全面的研究体验，包括观察、提问、假设构建、实验设计、数据收集/分析/演示，并期望通过这项工作，他们将发现新的知识。根据初步研究的证据，一些学生项目将导致可发表的研究，加强对生命基本过程的理解，包括复杂特征的遗传学、发育生物学、行为和生态系统。如此大规模地实施InScience-in方法创造了一个机会，可以检查基于探究的实验室、基于课堂的研究学徒、教员领导的研究学徒和完整(InScience-in)研究经历之间的学生结果差异。计划审查的另一个教育研究专题是，使用计算方法探索数据库的基于发现的研究是否提供了与通过基于长凳的研究经验所获得的学习结果相同的学习结果。这些分析有望更好地理解哪些类型的研究经验对学生的积极影响最大，哪些学生受到的影响最大。在这笔赠款的五年中，超过11,000名非专业学生和2,000多名专业学生将参与InScience-in研究体验。

A large body of evidence supports the value of traditional research apprenticeships in the academic, personal, and career development of undergraduates. The College of Biological Sciences at the University of Minnesota has embedded authentic research experiences in all of their introductory biology courses. As a result, more than 4,000 students currently engage in classroom-based authentic research experiences each year. This project will expand that effort so that students can advance from their initial classroom designed research experiences to the full range of scientific inquiry, from asking a question to producing new knowledge. This proposal is inspired by the Integrated Science Education Outreach (InSciEd Out) Program (http://insciedout.org/), which involves middle school children in research projects that produce publishable results. The project (dubbed InSciED-In) is designed to provide undergraduate students, including both biology majors and non-majors, with a rigorous, comprehensive research experience that includes observation, questioning, hypothesis building, experimental design, data collection/analysis/presentation, and the expectation that, through this work, they will discover new knowledge. Based on evidence from pilot studies some student projects will result in publishable research, enhancing understanding of basic processes of life, including the genetics of complex traits, developmental biology, behavior, and ecosystems. Implementing the InSciED-In approach on this large scale creates an opportunity to examine differences in student outcomes between inquiry-based labs, classroom-based research apprenticeships, faculty-led research apprenticeships, and complete (InSciED-In) research experiences. A further educational research topic scheduled to be examined is whether discovery-based research that uses computational approaches to probe databases provides learning outcomes equivalent to those achieved through bench-based research experiences. These analyses promise to produce better understanding of which types of research experiences have the greatest positive impact on students, and which students are most affected. Over the five years of this grant, more than 11,000 non-majors and 2,000 majors will participate in an InSciED-In research experience.