相關閱讀資料
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| 課 | 課程單元 | 概況 | 閱讀資料 |
|---|---|---|---|
| 1 | 導論——通過設計和BCF（生物學概念框架）理解 Introduction - Understanding by Design and the BCF |
首先，我們會做自我介紹，談談我們對課程的期望、基本情況和對討論主題的興趣由來。我們將介紹課程的所有概念和概念中心教學。我們也會討論在如果在一門課程中我們的影響力有限，那該如何運用這些原則。我們還會介紹BCF（生物學概念框架），簡要地談談在教授和學習上，使用這樣的工具有何益處。 We will begin by introducing ourselves and talking about what each of us hopes to get out of the class, our backgrounds and sources of interest in the subject of the seminar. We will introduce the concepts of integrated curriculum and concept-centered learning. We will also discuss how these principles can be applied to the courses where we have only limited influence. We will also introduce the BCF, the biology concept framework, and we will talk briefly about how such an instrument can be beneficial in teaching and learning. |
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| 2 | 有目的的評價 Meaningful Assessment |
客座講者——Howard Everson，進階生物學及美國國家科學基金顧問委員會的副主席 Guest Speaker - Howard Everson, Co-chair AP Biology/NSF Advisory Committee. 理想情況下，評價是課程設計的一部分，設計過程中評價強調了重要的概念。事實上，這樣的理想狀態在大型課程幾乎不存在，在那些課程中，撰寫和編輯問題集和試卷的工作是在教學過程中完成的。我們會聽到理想和現實的情況，以及如何結合兩者。 Ideally, assessment is part of the curriculum design, and emphasizes concepts identified as key during the design process. This ideal setup is almost never possible in the context of a large course where problem sets and exams are written and edited throughout the semester. We will hear about both the idea and real-world situations, and about how to bridge the gap. |
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| 3 | 正視學生的誤解 Confronting Student Misconceptions 生物化學中的重要概念 Key Concepts in Biochemistry |
無論我們是否每天看到落下的物體或者擁有遺傳的直覺知識（「在他的血液中」），我們都會帶著對學科核心概念先入為主的觀念進入課堂。實際上一些先入為主的觀念是誤解。課程結束後，學會「克服」誤解的學生又會恢復原先錯誤的觀念。這樣一個觀念日益為人接受，那就是有效的教學可以判斷和糾正學生的誤解。今天我們看到一個這樣的例子。泛讀材料提供了其他例子，比老師提供的例子更多。 Whether it is our every day experience with falling objects, or our intuitive knowledge of heredity ("in his blood"), we all enter classroom with pre-conceived notions of the concepts at the core of the subject. Some of these pre-conceived notions are in fact misconceptions. Students who learn "over" the misconceptions tend to revert to their original, wrong, ideas after the course is over. It is increasingly becoming an accepted notion that effective teaching identifies and confronts student misconceptions. Today we look at one example of such teaching approach. Additional reading provides another, and a list of many more can be obtained from the instructors. 為了準備第一次小組討論，我們會討論在生物化學導論中重要的基礎觀點。我們會關注各種觀點之間如何關聯，以及生物化學和生物學導論其他單元的連接點在哪裡。本週開始討論小組的活動。 In preparation for your first discussion group meetings, we will discuss the key underlying ideas in introductory biochemistry. We will focus on how the ideas relate to each other and where the "hooks" are that will later connect biochemistry to the other units taught in intro bio. Discussion groups start this week. |
Alparslan, C., C. Tekkaya, and O. Geban〈運用概念轉換教學法促進學習〉，《生物教育期刊》37, no. 3 (2003年): 第133-7頁。 Alparslan, C., C. Tekkaya, and O. Geban. "Using the conceptual change instruction to improve learning." Journal of Biological Education 37, no. 3 (2003): 133-7. 更多閱讀資料 Additional Reading Odom, A. L.〈中學和大學生物系學生對擴散和滲透的錯誤觀念〉，《美國生物教師》57, no. 7 (1995年): 第409-15頁。 Odom, A. L. "Secondary and college biology students' misconceptions about diffusion and osmosis." American Biology Teacher 57, no. 7 (October, 1995): 409-15. |
| 4 | 多元智能 Multiple Intelligences 遺傳學中的重要概念 Key Concepts in Genetics |
1983年，霍華德•加德納（Howard Gardner）提出了多元智慧理論。從此，出現了許多關於多元智慧本身的書籍和文章，近來出現了許多多元智慧在教學中的運用。我們將討論在基於講課的大型大學課程中，如何應用多元智慧的原則。 In 1983 Howard Gardner formulated his theory of Multiple Intelligences. Since then, many books and articles have been written on the subject of MI itself, and, more recently, on how it applies to the educational endeavor. Our discussion will focus on how to apply the principles of MI in the college environment, where large lecture-based courses are the norm. |
Mbuva, James.〈多元智慧理論在21世紀的教學中的應用：提高各層次教學水準的新工具，2003年〉（報告） Mbuva, James. Implementation of the Multiple Intelligences Theory in the 21st Century Teaching and Learning Environments: A New Tool for Effective Teaching and Learning in All Levels, 2003. (Report) |
| 5 | 概念圖繪製 Concept Mapping 分子生物學中的重要概念 Key Concepts in Molecular Biology |
概念圖繪製是一種技術，要求單個學習者標出概念和事實之間的關係網絡，這對每個學習者都是非常有意義的。基於認知學習的同化理論，概念圖可以指明學生的錯誤觀念和反映出學生的知識基礎整體狀況。我們將討論在大型課程或小一點的課程中，使用概念圖的利弊。 Concept mapping is a technique that asks individual learners to plot the concepts and facts together with their interrelationships in an organizational network that is meaningful to each learner. Based on the assimilation theory of cognitive learning, concept maps have the potential to illuminate student misconceptions and to present a coherent picture of student's knowledge base. We will discuss pluses and minuses of using concept maps in the context of a large lecture course or a smaller course. |
Brown, D. S.〈高中生物課：概念圖繪製的一組方法〉，《美國生物教師》65 (2003年): 第192-7頁。 Brown, D. S. "High School Biology: A Group Approach to Concept Mapping." The American Biology Teacher 65 (2003): 192-7. |
| 6 | 大學科學教育的成功預言 Predictors of Success in College Science 基因調控中的重要概念 Key Concepts in Gene Regulation |
最令人沮喪的就是看著完全有能力通過課程的學生卻慘痛的失敗。哪些因素預示著學生能成功地通過大學層次的科學課？怎麼做才能讓那些基礎並不好的學生順利通過課程？今天的論文是關於大學物理的，不過一些結論也可以運用到大學科學中。 One of the most frustrating aspects of teaching is watching students who by all rights should succeed in your class fail miserably. What factors predicts student success in college level science? And what can be done to improve the chances of the students who do not come from the backgrounds likely to produce success in college science? Today's paper is focused on college level physics, but some conclusions likely transfer across the spectrum of college science. |
Sadler, Philip M., and Robert H. Tai.〈大學物理導論的成功：中學預科的作用〉，《科學教育》85, no. 2 (2001年): 第111-36頁。 Sadler, Philip M., and Robert H. Tai. "Success in Introductory College Physics: The Role of High School Preparation." Science Education 85, no. 2 (2001): 111-36. |
| 7 | 協作／小組學習 Cooperative/Group Learning DNA重組中的重要概念 Key Concepts in Recombinant DNA |
如今「協作」或「小組學習」是教育領域的熱門詞語。這種學習法存在許多方式，多數是強調創造一種情景，學生通過小組的形式完成比獨自學習更多的內容。一些模式明確鼓勵小組利用每個成員的能力去完成整體的目標，就像今天的論文中討論的協會模式。我們將會討論在許多教育環境中各種形式的小組學習的適用性。我們還會討論如何達到授之於魚還是授之於漁之間的平衡。 One of the buzz words in education today cooperative or group learning. Many flavors of this type of learning exist, most with an emphasis on creating an environment where students accomplish more in a group format than any individual can accomplish by his- or herself. Some models, like the guild model discussed in today' paper, explicitly encourage the group to capitalize on each individual member's strengths to accomplish the overall goal. We will discuss applicability of various forms of group work to a number of educational environments. We will also discuss the balance between covering content and developing skills students need to acquire content on their own. |
Wright, R., and J. Boggs. 〈小組學習細胞生物學：對於大學高年級課程細胞生物學的基於專案的方法〉，《細胞生物學教育》1 (2002年): 第145-53頁。 Wright, R., and J. Boggs. "Learning Cell Biology as a Team: A Project-Based Approach to Upper-Division Cell Biology." Cell Biology Education 1 (2002): 145-53. |
| 8 | 討論 Discussion 基因體學中的重要概念 Key Concepts in Genomics |
本週我們暫時不討論論文，而是和生物學最佳教育家之一Michele Mischke博士對話。既然你們已經有一些教學的經驗，讀過一些教學方面的文獻，那麼在這次自由式的討論中，你將得以充分地表達你的觀點和看法。 This week we take a break from the papers and talk to one of the best educators in the biology department - Dr. Michele Mischke. Now that you have had some experience teaching and have had a chance to read some of the literature on teaching, this freestyle discussion will give you a chance to sound out your ideas and concerns. |
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| 9 | 案例研究 Case Studies Key Concepts in Nervous System |
案例法是一種教學方法，利用真實案例或虛擬案例（案例研究）作為主要學習工具。目的是從實踐中學習。理想上，案例是複雜且富爭議性的，以激發學生探求主題。我們將討論把案例當作工具來使用，以及完全案例法和在課程中零星使用案例的區別。 Case method is a method of instruction that focuses on using real-world or made-up cases (case studies) as the main vehicle for learning. The goal is for students to learn through practice. Ideally, the cases are complex and even controversial, such that the students are engaged and motivated to explore the subject. We will discuss the use of cases as a tool, as well as the difference between pure case method and sporadic use of cases in the curriculum. |
Richmond, G., and B. Neureither.〈為案例製作例子〉，《美國生物教師》60, no. 5 (1998年): 第335-42頁。 Richmond, G., and B. Neureither. "Making a Case for Cases." American Biology Teacher 60, no. 5 (1998): 335-42. 更多閱讀資料 Additional Readings Smith, R. A., S. K. Murphy.〈使用案例研究法促進對生物學的學習和興趣〉，《美國生物教師》60, no. 4 (1998年): 第265-8頁。 Smith, R. A., S. K. Murphy. "Using Case Studies to Increase Learning and Interest in Biology." American Biology Teacher 60, no. 4 (1998): 265-8. Fasko, D. L.〈案例研究和教與學的方法〉，論文發表在教育家與學者協會年會上。Louisville, KY, 2003四月。 Fasko, D. L. "Case Studies and Methods in Teaching and Learning." Paper presented at the Annual Meeting of the Society of Educators and Scholars. Louisville, KY, April 2003. |
| 10 | 性別與科學 Gender and Science 神經系統中的重要概念 Key Concepts in Nervous System |
我們都聽說過統計表明婦女在受教育和職業生涯的幾個關鍵點上，會離開科學和技術領域。許多補救措施都是指向行政的決策。今天我們討論作為教育者應該營造怎樣的課堂環境增加保有率。 We have all heard the statistics' women leave science and technology fields in droves at several key points in their education and career. Many of the proposed remedies target administrative decisions. Today we will focus on what we as educators can do to foster classroom environments that are likely to encourage retention. |
Canada, K., and R. Pringle.〈大學課堂互動中性別的作用：社會環境教學法〉，《教育社會學》68 (1995年): 第161-86頁。 Canada, K., and R. Pringle. "The Role of Gender in College Classroom Interactions: A Social Context Approach." Sociology of Education 68 (1995): 161-86. |
| 11 | 教授實驗課程 Teaching Lab Courses 癌症中的重要概念 Key Concepts in Cancer |
實驗課與講授課不同，因為本質上它們鼓勵技巧的獲得和應用。但兩種課程又是相似的，都是為了深化概念的理解。我們會討論準備實驗手冊和準備學生主導的積極學習實驗之間的差別，和各自預期的結果的不同。 Lab courses are different from the lecture-based courses in that they by their nature encourage acquisition and application of skills. But the two types of courses are also similar in that ideal outcome of both is deep conceptual understanding. We will discuss the differences in the types of preparation that are needed for cook-book and student-driven active learning labs, as well as the different outcomes that can be expected from each. |
Levri, E. P., and M. A. Levri.〈火熱的Salsa：探索科學方法的實驗練習〉，《美國生物教師》65 (2003年): 第372-7頁。 Levri, E. P., and M. A. Levri. "Hot Salsa: A Laboratory Exercise Exploring the Scientific Method." The American Biology Teacher 65 (2003): 372-7. |
| 12 | 自由討論 Free Discussion |
本週討論任何提出的話題、感興趣的主題，或者討論一些假定的課堂環境。 This is a week to talk about any concerns that have come up, any topics of interest and/or to discuss some hypothetical classroom situations. |
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| 13 | 學生自我評價 Student Self-assessment 免疫學和愛滋病中的重要概念 Key Concepts in Immunology and AIDS |
除了評價課程內容，理解如何課程如何影響學生的自我感知也是很重要的。學生是否有信心完成可課程內容或者其他相關領域的學習？他們是否更關注通過媒體來呈現的課程內容？他們是否有興趣把課堂所學運用到生活中？SALG就是用來回答這些問題的工具。我們將討論工具本身，和使用自我評價的利弊。 In addition to subject-matter assessment, it is often important to understand how the course affects students' self-perception. Did the student gain confidence in their ability to approach the subject matter or another related field? Are they more likely to pay attention when the subject matter of the course shows up in the media? Are they interested in applying what they learned in their everyday lives? SALG is an instrument that was developed to assess just such questions. We will discuss the instrument itself, as well as the benefits and limitations of using self-assessment. |
Seymour, E., D. J. Weise, A. B. Hunter, and S. M. Daffinrud. 〈創建更好的捕鼠器：學習所得的線上學生評價〉。論文最初發表在美國化學協會座談上。〈用實際問題來促進主動學習〉San Francisco, 2000年3月27日。 Seymour, E., D. J. Weise, A. B. Hunter, and S. M. Daffinrud. "Creating a Better Mousetrap: On-line Student Assessment of their Learning Gains." Paper originally presented to the National Meeting of the American Chemical Society Symposium. "Using Real-World Questions to Promote Active Learning." San Francisco, March 27, 2000. |
| 14 | 教授進化論 Teaching Evolution 分子進化和幹細胞中的重要概念 Key Concepts in Molecular Evolution and Stem Cells |
進化論是現代科學最根本的主題之一。來自其他許多學科的證據支持著它。然而，在美國講授進化論仍是倍受爭議的。我們將討論給美國中學畢業的學生講授進化論意味著什麼。 Evolution is one of the fundamental subjects of modern science. It is supported by evidence from a diverse set of disciplines. And yet, somehow, the teaching of evolution in the United States remains controversial. We will discuss what it means to teach evolution to the students who graduate from American high schools. |
Rutledge, M. L., and M. A. Mitchell.〈中學生物教師的知識結構，接受和講授進化論〉，《美國生物教師》64 (2002年): 第21-8頁。 Rutledge, M. L., and M. A. Mitchell. "High School Biology Teachers' Knowledge Structure, Acceptance and Teaching of Evolution." The American Biology Teacher 64 (2002): 21-8. |
| 15 | 總結 Wrap-up |
我們將討論我們學了些什麼，教學討論小組對你的生物觀和教學的影響，以及如何改進這門課。 We will talk about what we learned, how teaching discussion groups affected your view of biology and of teaching, and about how to improve this course. |
