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首页> 美国卫生研究院文献>Journal of Microbiology Biology Education >Student-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course
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Student-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course

机译：学生科学家课程：将探究的研究经验与专业发展活动纳入介绍性生物实验室课程

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摘要

We designed a 16-week scaffolded student-scientist curriculum using inquiry-based research experiences integrated with professional development activities. This curriculum was implemented to teach undergraduate students enrolled in an introduction to biology course about enzyme activity, biochemical reactions, and alcohol fermentation. While working through the curriculum, students completed the entire scientific process by planning experiments, maintaining laboratory journals, analyzing and interpreting data, peer-reviewing research proposals, and producing and presenting a poster. The overall outcome was for students to complete a multiweek, collaborative, student-scientist project using Saccharomyces cerevisiae as the model organism. Student learning outcomes were evaluated using formative assessments (post-Research on the Integrated Science Curriculum survey and peer- and self-reflection worksheets) and summative assessments (pre/post assessments and assignment grades). Results indicated that more than 50% of the students scored 70% or higher on the collaborative student-scientist project, demonstrated several self-reported learning gains in scientific concepts and skills, and reported they would recommend this laboratory course to their peers. By providing the opportunity for students to carry out the entire scientific process, this curriculum enhanced their technical, analytical, and communication skills.
机译：我们设计了一个16周的脚手架学生 - 科学家课程，使用基于查询的研究经验与专业开发活动一体化。该课程被实施，以教授本科生，注册了关于酶活性，生化反应和酒精发酵的生物学课程的介绍。在进行课程时，学生通过规划实验，维护实验室期刊，分析和解释数据，同行评审研究提案以及生产和提出海报来完成整个科学过程。总体结果是学生使用酿酒酵母为模型生物完成多周，协作，学生科学家项目。使用形成性评估评估学生学习结果（关于综合科学课程调查和同行和自我反思工作表）和总结评估（预先评估和分配等级）。结果表明，50％以上的学生在合作学生科学家项目中得分为70％或更高，展示了科学概念和技能的几个自我报告的学习，并报告了他们将这个实验室课程推荐给他们的同龄人。通过为学生提供整个科学过程的机会，本课程提高了其技术，分析和沟通技巧。

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