DIP: Collaborative Research: Taking Hands-on Experimentation to the Cloud: Comparing Physical and Virtual Models in Biology on a Massive Scale

DIP：协作研究：在云端进行实践实验：大规模比较生物学中的物理模型和虚拟模型

• 批准号: 1324753
• 负责人: Hans Riedel-Kruse
• 金额: $ 135万
• 依托单位: Stanford University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-15 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1324753&HistoricalAwards=false
• 关键词: DIP; Collaborative; Research; Taking; Hands

In this Cyberlearning: Transforming Education DIP project, the PIs are building and evaluating a technological and curricular infrastructure to empower scalable, low-cost experimentations for undergraduates and K-12 students in the life sciences. The infrastructure exploits two technologies that have been developed by the PIs: biotic systems, which enable low-cost remote experimentation in biology, and bifocal modeling, which motivates students to engage in deep scientific inquiry by comparing physical and virtual models in real time. Using a low-cost local or remote Biological Printing Unit (BPU), learners will 'print' organisms into petri dishes and run experiments with live materials. Each learner will have control over the empirical apparatus for as long as needed, due to the low cost and scalability of the system. The living material itself has a small footprint, and ever-advancing high-throughput technologies, such as automated microscopy and DNA sequencing, enable cost-effective, automated multiplexing of massive numbers of simple, learner-guided experiments, allowing learners to each personally carry out successions of experiments. The second innovation is juxtaposition, in real time, of the physical experimentation with computer modeling, known as Bifocal Modeling, allowing students to observe and explore the real-world growth, interactions, and characteristics of their organisms in parallel with observing outcomes of models representing their understanding of the biological phenomena underlying organism activity and subsequently refine their explanations and understanding. Research focuses on cognitive affordances and constraints of this new bifocal epistemic form, the supports needed by learners to handle the complexities of this potentially powerful approach, and the progressions in student proficiency in design and execution of experiments when they have both real and virtual models available.The PIs are addressing the significant challenge of how to bring modern bioscience into classrooms and informal learning environments, at low cost and with substantial variety. The platform they are creating, which integrates Biological Printing Devices with Bifocal Modeling, provides for more open exploration and realism in what learners can experience than is possible simply with simulations and virtual experiments. Schools and universities will be able to integrate more advanced biology experiments into their lab curricula as a result of this investigation, broadening exposure of all students, especially the less privileged, to the life sciences.

在这个网络学习：转型教育项目中，PI正在建立和评估技术和课程基础设施，以赋予本科生中本科生和K-12学生的可扩展，低成本实验的能力。基础设施利用了PIS：生物系统开发的两种技术，它们可以在生物学中进行低成本的远程实验和双焦点建模，这激发了学生通过实时比较物理和虚拟模型进行深入的科学询问。 使用低成本的本地或远程生物印刷单元（BPU），学习者将“印刷”生物体中的培养皿中的菜肴，并使用活材料进行实验。由于系统的成本低和可扩展性，每个学习者将根据需要控制经验设备。活物质本身具有较小的占地面积的高通量技术，例如自动显微镜和DNA测序，可以使大量简单，学习者指导的实验的成本效益，自动多重，从而使学习者可以亲自进行实验的一系列实验。第二种创新是实时与计算机建模的物理实验并置，称为双焦点建模，使学生能够观察并探索实际的生长，相互作用和其有机体的特征，并与观察到对生物学现象的理解的观察结果，从而对生物学现象的理解和后来的解释和改进，并将其解释和改进。研究的重点是这种新的双交室认知形式的认知能力和约束，学习者需要处理这种潜在强大方法的复杂性所需的支持，以及学生在设计和实验执行实验方面的进步，当时他们具有真实和虚拟模型，PIS可用。他们创建的平台将生物印刷设备与双焦点建模集成在一起，为学习者所能体验的东西提供了更多的开放探索和现实主义，而不是简单地使用模拟和虚拟实验。由于这项调查，学校和大学将能够将更先进的生物学实验整合到其实验室课程中，从而扩大所有学生的接触，尤其是特权较少的生活科学。