结合核心生物学概念的植物突变屏幕CURE显示了课程设计和学生感知到的学习收益的有效性
Jinjie Liu1,2, Christoph Benning2,3,4
1Biological Sciences Program, Michigan State University, East Lansing, Michigan, USA.
概括
这项研究引入了一个新的基于课程的本科研究经验 (CURE),将核心生物学概念与突变查相结合. 治愈有效地提高了学生的学习能力.
科学领域:
- 遗传学和分子生物学
- 学士学位教育研究 研究.
背景情况:
- 基于课程的本科研究经验 (CUREs) 对于扩大研究机会和促进本科生包容性学习环境至关重要.
- 虽然CUREs经常包含科学实践,但很少有人在课程中强调核心生物学概念.
研究的目的:
- 提出一种新的CURE,它将基础生物学概念与突变性查和基因识别相结合.
- 评估本CURE在提高学生对核心生物概念的理解和发展研究技能方面的有效性.
主要方法:
- 设计了一个实验室课程,将核心生物学概念 (遗传信息流,基因型-表型关系,突变,结构-功能) 整合到突变查中.
- 利用实验室课程评估调查 (LCAS) 评估课程设计与CURE标准对比.
- 采用本科研究经验调查 (SURE) 和概念调查来衡量学生的学习成绩和自我理解.
主要成果:
- 该CURE设计符合主要的CURE标准,由LCAS数据证实.
- SURE数据显示,学生在课程特定技能和可转移技能方面取得了显著的学习成绩.
- 概念调查结果表明,学生对核心生物概念的自我感知理解得到了改善.
结论:
- 这种CURE有效地将核心生物学概念集成到本科研究环境中.
- 开发的CURE模型显示了教育工作者和研究人员寻求实施突变屏幕CUREs的潜力.
- 该方法可以独立采用或通过机构间合作.
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