Connecting Problem-Based Learning and Scientific Inquiry
PI - John S. Peters, College of Charleston, Department of Biology
Co-PI - Brian Scholtens, College of Charleston, Department of Biology
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Civic
Engagement in Non-majors Introductory Biology Connecting Problem-Based Learning and Scientific Inquiry PI - John S. Peters, College of Charleston, Department of Biology Co-PI - Brian Scholtens, College of Charleston, Department of Biology |
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| Project Abstract |
Announcements MUSC -
PBL and Collaborative Learning Workshop Presentations - Part
I and Part
II
Conference Presentation - Enriching the Academic Experience of College Science Students - if you attended the conference and would like a copy of the PP presentation - Experiencing Collaborative and Constructivist Approaches to Teaching, send me an email (petersj@cofc.edu) and I will send it to you. |
| What and Why of
PBL |
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| PBL Instructor Resources | |
| Inquiry-based
Learning |
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| Collaborative Learning |
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| Evaluate your Teaching Approach |
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| Project Evaluation & Research |
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| Teaching Journals and Conferences |
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| Journal of Undergraduate Biological Investigations (JUBI) | |
| General Education Goals |
Project
Abstract Randolf Hall |
NSF DUE 0410720 - This project utilizes Problem-Based Learning (PBL) and inquiry-based laboratories to teach the core concepts of biology from the perspective of civically engaging issues or problems. Our goal is to facilitate civic biological literacy in college non-science majors’ biology students by utilizing PBL problems of timely importance and/or local interest to our students in order to provide a context and reason for learning. Related inquiry-based labs are designed to engage students in the process of scientific discovery in the context of understanding real world problems. Biology and science education undergraduates and graduate students are involved in the development and implementation of the curriculum as teaching assistants and peer facilitators. The evaluative thrust of the project is to assess how PBL/inquiry-based vs. traditional content-driven strategies affect the development of biological literacy by examining students’ pre and post course views about various aspects of science-technology-society. The SENCER Student Assessment of Learning Gains (SALG) is also being used to assess students’ views about how the different approaches affected their learning. Additionally materials to facilitate the training and support of college faculty and undergraduate and graduate teaching assistants are being developed. Dissemination of the methods and results of this project are on-going and will encourage and assist with reforms in other courses and at other institutions. A complete copy of the grant can be found at http://www.cofc.edu/~petersj/cclisecure/CCLIGrant2003.pdf |
PBL
Instructor Resources Addlestone Library |
Instructor PBL/Case Studies Resource Library - The intent of the resource library is to facilitate the teaching of introductory biology from the perspective of relevant, and real world issues that are likely to confront students in their personal, professional and civic lives. This Instructor Library Index does this by organizing teaching resources by both biological content area and by issue. Choose a topic/content area and get a brief list of issues which are relevant to that topic area. Click on an issue and get a detailed summary of available teaching resources (case studies, problems, videos, articles, activities, and other resources). Many of the resources are internet links or downloads, others are available in the resource file cabinet outside Rm. 207 SCIC. Contact John Peters for passwords and/or a key to this cabinet. State University of New York at Buffalo’s National Center for Case Study Teaching - This site contains case studies and other resources for assisting with implementation in the classroom. University of Delaware's Institute for Transforming Undergraduate Education. The PBL Clearinghouse has PBL problems, and teaching suggestions and resources for problems in many areas of science. This site requires free registration. Pennsylvania State University IST Learning Initiatives - Problem Based Learning - This is a fabulous web site which explores the theory and practice behind PBL and offers best tools and practices for teaching and learning, based on what is known about how learners learn. Biology 101 Course Web Page (J. Peters) - This is a link to my Fall 2006 course web page. Non-Majors Biology Textbook Resources RubiStar - A neat little web site which helps teachers create grading rubrics for writing assignments. Rubrics are a scoring tool that lists the criteria for a piece of student work. A good rubric will list the things the student must have included to receive a certain score or rating. Rubrics help the student figure out how their project will be evaluated, and provide a way for teachers to standardize grading practice. I've also found that good rubrics make the process of grading writing assignments easier and faster. |
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Groups in Action - Video vignettes for triggering group discussion. From the University of Delaware's - Problem Based Learning University of Oklahoma – Team-based Learning - This site has several articles and references that will assist you with effective implementation of collaborative learning in the classroom. Sample Peer Evaluation form and instructions. Hold individual members of teams accountable to their team by using peer evaluation forms after each problem or case study in which team-work is involved. Using class passports to form diverse teams Concept Mapping! - Instruction and facilitator notes (word file);and Powerpoint slides for introducing concept maps IClicker - This is a student response system (each student receives a response device known as a "clicker") which interfaces with the teaching computer in your classroom. The system allows you get anonymous feedback from your students about their learning. We have a classroom set of ~85 clickers and 2 base receiver units. Contact John Peters (petersj@cofc.edu), if you would like to reserve the use of these clickers for your class. 2008 First Year Experience/Learning Communities Collaborative Learning Powerpoint presentation Debating in class -guidelines for structuring a class debate - coming soon! |
Teaching
Evaluation Resources |
Student Assessment of Learning Gains (SALG) - The newly revised version allows instructors to gather learning-focused feedback from students. The SALG survey asks students to rate how each component of a course (e.g., textbook, collaborative work, labs) helped them to learn, and to rate their gains toward achieving the course goals. The SALG survey can be customized to fit any college-level course, and can be administered multiple times per course. A baseline instrument allows faculty to compare gains relative to incoming student characteristics. Access to the old version of SALG will be available to June 30, 2008. Once registered on the new SALG site, you can:
College of Charleston General Education goals and the Natural Sciences or the AACU's General Education Goals - How well does your non-majors biology course meet these goals? |
Teaching Journals
and Conferences |
Journals International Journal for the Scholarship of Teaching and Learning. Go to http://www.georgiasouthern.edu/ijsotl/email_notification.htm to receive email notification of new issues! Interdisciplinary Journal of Problem-based Learning. Go to http://docs.lib.purdue.edu/ijpbl/announcements.html to receive email notification of new issues! Southern Illinois University's Problem Based Learning Initiative - this site has an extensive bibliography on PBL research. Upcoming Conferences Problem-Based Learning: From Ideas to Solutions through Communication, June 11-13, 2008. |
Project Evaluation |
SENCER Student Assessment of Learning Gains (SENCER SALG) - This web-based instrument is one of the instruments being used to assess students' views about how the course impacted their learning and and personal and civic engagement with science. Views on Science Technology and Society -(VOSTS) - A web-based and modified multiple response version of (VOSTS) - This instrument is also being used to assess students' views about the relationships between science and technology, the impact of science and technology on society, the nature of science, media vs.school presentations, and scientists' vs. the publics' role in socio-scientific decision making. |
College
of Charleston. Last updated 17 Jan 2008. Questions and comments,
email John S. Peters, Ph.D, petersj@cofc.edu