教育. 教育. 教育. 教育. 教育. 教育. 教育. 教育. 大学院研究経験:影響と機会
Marcia C Linn1, Erin Palmer2, Anne Baranger2
1University of California, Berkeley, CA, USA. mclinn@berkeley.edu.
Science (New York, N.Y.)
|February 7, 2015
まとめ
大学生の研究経験は,信じられているほど科学のアイデンティティを向上させないかもしれません. これらの経験は,科学の誤った見方を強化し,学習の断片化につながり,より良いプログラム設計と評価の必要性を強調することが示唆されています.
科学分野:
- STEM教育についてです.
- 大学院研究科 研究学科
背景:
- 大学院研究経験 (Undergraduate Research Experiences, URE) は,学生の科学への参加と持続性を高めると広く考えられている.
- これらの利点は,学生の科学者としての自己認識の強化に起因することが多い.
研究 の 目的:
- 学生の学習とアイデンティティに関するUREの利益を裏付ける証拠を批判的に評価する.
- 現在の研究方法の限界を特定し,将来の研究の方向性を提案する.
主な方法:
- 大学生の研究経験の影響を調査した60件の研究のレビュー.
- 研究方法論の分析,より客観的な評価と対比して自己報告の尺度への依存に焦点を当てた.
主要な成果:
- UREが科学のアイデンティティと持続性を向上させるという証拠は薄弱で,半分以上の研究では自己報告が使用されています.
- UREは,研究慣行や概念的理解に関する誤った認識を強化する可能性があります.
- メンターシップと科学コミュニケーションで利益が最も顕著ですが,学習はしばしば断片化されています.
結論:
- 統合された科学的理解を促進するUREの設計方法を理解するために,堅実な評価を備えた厳格な研究が必要です.
- 複数の指標を用いた体系的,反復的な研究は,UREと学生の学習成果の最適化に不可欠です.
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