分类学生关于研究的学习,科学的性质,并在以研讨会为基础的本科研究经验的海报演示
Adrian Wierzchowski1, Donald J Wink1
1Department of Chemistry, University of Illinois at Chicago, Chicago, Illinois, 60607, United States.
Journal of chemical education
|August 14, 2023
概括
这项研究探讨了本科生在唾液氨酶研究工作坊中的经验. 当研究与个人生活和未来的职业生涯相联系时,科学中的有意义的学习得到了增强,培养了归属感.
科学领域:
- 生物化学 生物化学
- 科学教育科学教育教育.
背景情况:
- 在大学学习早期的本科研究经验 (UREs) 可以提高STEM保留率.
- 基于课程的本科研究经验 (CUREs) 提供了结构化的研究机会.
- 了解早期UREs中的学生观点对于有效的教学至关重要.
研究的目的:
- 检查学生在基于研讨会的URE中的经验,重点是唾液氨酶活性和抑制.
- 了解这些经验如何有助于对研究过程和科学的性质有意义的学习.
- 探索早期研究曝光对学生在STEM中的留学影响.
主要方法:
- 利用现象学作为一个方法论框架.
- 对六名本科生进行了半结构化采访.
- 通过有意义的学习和定位认知的透视来分析学生的经验.
主要成果:
- 学生的经验被映射到一个有意义的学习成果空间.
- 当研究与个人生活或职业兴趣有关时,有意义的学习是最高的.
- 对科学的代性质及其与非科学领域的区别的明确指令是有益的.
结论:
- 将研究与学生的生活联系起来,可以增强有意义的学习和参与.
- 明确地教导研究过程和科学的性质对于学生的理解至关重要.
- 早期的研究经验可以在科学中培养归属感和自我认同.
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