学科真实性：丰富生命科学专业物理导论课程改革
Disciplinary authenticity: Enriching the reforms of introductory physics courses for life-science students
摘要：
教育工作者和决策者一直主张对本科生物教育进行改革，呼吁在生物课程中更好地整合数学和物理。虽然这些呼吁反映了生物学研究日益跨学科的性质，在课堂上跨越学科界限进行教师和学生的认识论挑战。在本文中，我们扩大了真实性的建设，以更好地描述和理解学科实践，特别是研究那些在物理和生物课程。然后，我们应用这些想法来检查一个介绍性的生物课程，结合物理和数学。我们在这门生物学课程中使用跨学科工具的特点，并将它们与物理课程中这些工具的典型用途进行对比。最后，我们研究学生的反应，在这门课程中使用数学和物理，以更好地了解在入门课程中使用跨学科工具的挑战和后果。我们将这些结果与生命科学专业学生的入门物理课程的改革举措联系起来。
英文摘要：
Educators and policy-makers have advocated for reform of undergraduate biology education, calling for greater integration of mathematics and physics in the biology curriculum. While these calls reflect the increasingly interdisciplinary nature of biology research, crossing disciplinary boundaries in the classroom carries epistemological challenges for both instructors and students. In this paper we expand on the construct of authenticity to better describe and understand disciplinary practices, in particular to examine those used in physics and biology courses. We then apply these ideas to examine an introductory biology course that incorporates physics and mathematics. We characterize the uses of interdisciplinary tools in this biology course and contrast them with the typical uses of these tools in physics courses. Finally, we examine student responses to the use of mathematics and physics in this course, to better understand the challenges and consequences of using interdisciplinary tools in introductory courses. We link these results to the reform initiatives of introductory physics courses for life-science students.
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