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

生物学导论中发现的综合科学教育 (InSciED-In)

• 批准号: 1432414
• 负责人: Sehoya Cotner
• 金额: $ 189.28万
• 依托单位: University of Minnesota-Twin Cities
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-08-01 至 2020-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1432414&HistoricalAwards=false
• 关键词: Integrated; Science; Education; Discovery; Introductory

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.

大量证据支持传统研究学徒制对本科生学术、个人和职业发展的价值。明尼苏达大学生物科学学院在所有生物学入门课程中融入了真实的研究经验。因此，目前每年有 4,000 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研究经验推进到全方位的科学探究，从提出问题到产生新知识。该提案受到综合科学教育推广 (InSciEd Out) 计划 (http://insciedout.org/) 的启发，该计划让中学生参与产生可发表结果的研究项目。 该项目（称为 InSciED-In）旨在为本科生（包括生物学专业和非专业学生）提供严格、全面的研究经验，包括观察、提问、假设建立、实验设计、数据收集/分析/演示、并期望通过这项工作，他们会发现新知识。根据试点研究的证据，一些学生项目将产生可发表的研究成果，增强对生命基本过程的理解，包括复杂性状的遗传学、发育生物学、行为和生态系统。大规模实施 InSciED-In 方法创造了一个机会来检查基于探究的实验室、基于课堂的研究学徒、教师主导的研究学徒和完整 (InSciED-In) 研究经验之间学生成果的差异。计划审查的进一步教育研究主题是，使用计算方法探索数据库的基于发现的研究是否提供与通过基于实验室的研究经验所获得的学习成果相同的学习成果。这些分析有望更好地了解哪些类型的研究经历对学生产生最大的积极影响，以及哪些学生受到的影响最大。 在这笔资助的五年内，超过 11,000 名非专业学生和 2,000 名专业学生将参与 InSciED-In 研究体验。