Collaborative Research: Fluids for Life Science Students

合作研究：生命科学专业学生的流体

• 批准号: 1044154
• 负责人: James Vesenka
• 金额: $ 8.86万
• 依托单位: University of New England
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-06-01 至 2016-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1044154&HistoricalAwards=false
• 关键词: Collaborative; Research; Fluids; Life; Science

The majority of student enrolling in introductory algebra-based physics courses are life science majors. Yet essential physics topics for biology, such as fluids, often receive little or unsuitable coverage in these classes. An understanding of fluids is essential to the practice of many of these majors, including those who pursue careers in medicine: organisms live in fluid environments and fluids inside the body carry out many essential functions. Our current knowledge of student understanding of fluids is sparse and so our pedagogy on this topic is relatively uninformed.Research-based curricular interventions and assessment questions enable a more informed pedagogical approach to teaching fluids. The research of this award is examining students' current state of knowledge of fluids through interviews that elucidate student preconceptions about fluids and student resources (both productive and unproductive) for reasoning about fluids. These findings are then serving to help in the design of guided inquiry labs, tutorials, quantitative questions, as well as formative and summative assessment tools. The research systematically examines assessment questions for validity and reliability with the objective of constructing a fluids concept inventory, while also assessing the curricular interventions for effectiveness in improving student understanding. The broad impact of this award is apparent, as these deliverables enable instructors at any institution with a course for life science majors to offer a tested, research-based curriculum on fluids with topics of high interest to life science students.

大多数学生参加了基于代数的物理学课程的学生是生命科学专业。然而，在这些班级中，生物学（例如流体）的基本物理主题通常很少或不合适。 对流体的理解对于许多这些专业的实践至关重要，包括那些从事医学职业的人：生活在流体环境中的生物和体内的液体具有许多基本功能。 我们目前对学生对流体的理解的了解很少，因此我们对该主题的教学法相对不知情。基于研究的课程干预和评估问题使得能够采取更明智的教学方法来教授流体。该奖项的研究是通过访谈阐明学生对流体和学生资源（富有生产力和非生产性）的访谈，以研究学生的当前流体知识状态，以推理有关流体的推理。 然后，这些发现将有助于设计指导性的询问实验室，教程，定量问题以及形成性和总结性评估工具。该研究系统地研究了有关有效性和可靠性的评估问题，目的是构建流体概念清单，同时还评估了课程干预措施，以提高学生理解的有效性。该奖项的广泛影响很明显，因为这些可交付成果使任何机构的讲师都能为生命科学专业的专业提供课程，以提供经过测试的，基于研究的课程，介绍对生命科学专业学生感兴趣的流体主题。