X-Labs: Cross-Disciplinary Practice Focused Undergraduate Laboratory Transformation for Biology, Chemistry and Physics

传统的生物、化学和物理课程的实验教学遵循结构化的方法，学生学习如何根据一系列精确定义的步骤收集数据并得出结论。不幸的是，这些练习并不是一个特别恰当的代表科学是如何在工作的研究实验室进行的。东卡罗莱纳大学（ECU）的X-labs项目将研究如何使用论证驱动的探究模式来改变实验室教学，在这种模式下，学生将有机会参与真实的研究实践，如提问、开发模型、与同龄人交流和审查结果。这项研究解决了一个明确的国家需要，即了解不同的教学方法如何影响学生的学习，并澄清导致学生科学认同发展的实践。该项目的研究结果将有助于完善和评估科学实验教学，以更好地发展未来的科学教育。该项目的目标是通过跨学科的包容性课程，使用共同的实验室结构、语言和教学重点，改造基础本科实验课程。该项目将采用一个模型，将科学实践分为三个领域：实证（调查设计、数据收集和分析）、代表性（建模、数据呈现、论证构建）和互动性（论证、批评和修订）。许多已出版的、经过验证的跨学科工具将用于评估学生的知识和态度。在多个学科的实验课上使用相同的仪器将允许在学科内部和学科之间进行数据三角测量。在生物、化学和物理中使用相同的教学方法，有望提高学生参与STEM学科科学实践的能力。一年一度的会议将为ECU STEM教师、研究生和地区社区学院的教师举办，为跨学科的思想交流提供一个平台，并建立一种超越主办机构的教学实践文化。这项工作将告知科学教育者如何重新构建以科学实践为重点的学科实验课程。

Traditional laboratory instruction for students in biology, chemistry and physics classes has followed a structured approach, in which students learn how to collect data and draw conclusions following a precisely defined series of steps. Unfortunately, these exercises are not a particularly apt representation of how science is performed in working research laboratories. The X-labs project at East Carolina University (ECU) will study how to change laboratory instruction using an Argument-Driven Inquiry model, in which students will have the chance to engage in authentic research practices such as asking questions, developing models, and communicating and reviewing results with their peers. This study addresses a clear national need for understanding how different instructional approaches affect student learning, and for clarifying the practices that lead to development of science identity in students. Results from the project will help to refine and evaluate science laboratory instruction, to develop better science education for the future.The project's goal is to transform foundational undergraduate laboratory courses through inclusive curricula across disciplines, using a common laboratory structure, language and emphasis for instruction. The project will employ a model that separates science practices into three areas: empirical (investigation design, data collection and analysis), representative (modeling, data presentation, argument construction) and interactive (argumentation, critique and revision). Many types of published, validated interdisciplinary instruments will be used to assess student knowledge and attitudes. Using the same instruments in laboratory classes in multiple disciplines will allow triangulation of data within and between disciplines. Using the same instructional approach in biology, chemistry and physics is expected to increase student ability to engage in science practices across STEM disciplines. An annual conference will be hosted for ECU STEM faculty and graduate students and regional community college faculty, providing a platform for interdisciplinary exchange of ideas and building a culture of instructional practice beyond the host institution. This work will inform science educators on how to reframe disciplinary laboratory courses with a focus on science practices.