Rios-Velazquez Carlos, Robles-Suarez Reynaldo, Gonzalez-Negron Alberto J, Baez-Santos Ivan
Department of Biology, University of Puerto Rico at Mayagüez, Mayagüez, Puerto Rico 00681-9012.
Microbiol Educ. 2006 May;7:20-7. doi: 10.1128/me.7.1.20-27.2006.
The Delta Cooperative Model (DCM) is a dynamic and innovative teamwork design created to develop fundamentals in research skills. High school students in the DCM belong to the Upward Bound Science and Math (UBSM) program at the Inter American University, Ponce Campus. After workshops on using the scientific method, students were organized into groups of three students with similar research interests. Each student had to take on a role within the group as either a researcher, data analyst, or research editor. Initially, each research team developed hypothesis-driven ideas on their proposed project. In intrateam research meetings, they emphasized team-specific tasks. Next, interteam meetings were held to present ideas and receive critical input. Finally, oral and poster research presentations were conducted at the UBSM science fair. Several team research projects covered topics in medical, environmental, and general microbiology. The three major assessment areas for the workshop and DCM included: (i) student's perception of the workshops' effectiveness in developing skills, content, and values; (ii) research team self- and group participation evaluation, and (iii) oral and poster presentation during the science fair. More than 91% of the students considered the workshops effective in the presentation of scientific method fundamentals. The combination of the workshop and the DCM increased student's knowledge by 55% from pre- to posttests. Two rubrics were designed to assess the oral presentation and poster set-up. The poster and oral presentation scores averaged 83% and 75% respectively. Finally, we present a team assessment instrument that allows the self- and group evaluation of each research team. While the DCM has educational plasticity and versatility, here we document how the this model has been successfully incorporated in training and engaging students in scientific research in microbiology.
德尔塔合作模式（DCM）是一种动态且创新的团队合作设计，旨在培养研究技能的基础。参与DCM的高中生隶属于美洲大学庞塞校区的大学预科科学与数学（UBSM）项目。在参加关于科学方法应用的研讨会后，学生们被分成三人一组，每组学生的研究兴趣相似。每个学生必须在小组中担任一个角色，即研究员、数据分析员或研究编辑。最初，每个研究团队针对其提议的项目提出基于假设的想法。在团队内部的研究会议上，他们强调特定于团队的任务。接下来，举行团队间会议以展示想法并接受批判性意见。最后，在UBSM科学展览会上进行口头和海报研究展示。几个团队研究项目涵盖了医学、环境和普通微生物学等主题。该研讨会和DCM的三个主要评估领域包括：（i）学生对研讨会在技能、内容和价值观培养方面有效性的认知；（ii）研究团队的自我和团队参与度评估；以及（iii）在科学展览会上的口头和海报展示。超过91%的学生认为研讨会在科学方法基础的讲解方面是有效的。研讨会和DCM的结合使学生的知识从测试前到测试后增加了55%。设计了两个评分标准来评估口头展示和海报设置。海报和口头展示的分数平均分别为83%和75%。最后，我们展示了一种团队评估工具，可对每个研究团队进行自我和团队评估。虽然DCM具有教育可塑性和通用性，但在此我们记录了该模型如何成功地融入微生物学科研培训并使学生参与其中。
