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Biological Inquiry: A New Course and Assessment Plan in Response to the Call to Transform Undergraduate Biology

机译：生物学探究：响应变革本科生生物学的呼声的新课程和评估计划

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We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which 50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in class and in labs, which are devoted to building authentic research skills through open-ended experiments. Students develop core biological knowledge, from the ecosystem to molecular level, and core skills through regular practice in hypothesis testing, reading primary literature, analyzing data, interpreting results, writing in disciplinary style, and working in teams. Assignments and exams require higher-order cognitive processes, and students build new knowledge and skills through investigation of real-world problems (e.g., malaria), which engages students’ interest. Evidence from direct and indirect assessment has guided continuous course revision and has revealed that compared with the course it replaced, Biological Inquiry produces significant learning gains in all targeted areas. It also retains 94% of students (both BA and BS track) compared with 79% in the majors-only course it replaced. The project has had broad impact across the entire college and reflects the input of numerous constituencies and close collaboration among biology professors and students.
机译：我们通过新课程“生物学探究”改变了我们的生物学第一年课程，该课程中所有入学的一年级学生中有50％以上入学。该课程取代了传统的，以内容为导向的课程，该课程依赖于过时的教学方法。通过在课堂和实验室中采用指导性探究，我们实现了教学实践的多样化，这些探究致力于通过开放式实验来培养真实的研究技能。通过定期进行假设检验，阅读主要文献，分析数据，解释结果，以纪律方式写作和团队合作，学生可以从生态系统到分子水平发展核心生物学知识，并通过常规练习培养核心技能。作业和考试需要更高层次的认知过程，并且学生通过调查现实世界中的问题（例如疟疾）来培养新的知识和技能，从而激发学生的兴趣。直接和间接评估的证据指导了课程的不断修订，并且表明与所替代的课程相比，生物学探究在所有目标领域都产生了重要的学习成果。它也保留了94％的学生（文学学士和理学学士学位），而其替代的仅专业课程的学生为79％。该项目对整个学院产生了广泛的影响，反映了众多选区的投入以及生物学教授和学生之间的密切合作。

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