五个CURE网络的特征分类揭示了改善课程设计,教学和公平的机会
Alita R Burmeister1, Melanie Bauer2, Mark J Graham3
1Department of Biological Sciences, University of Wisconsin, Milwaukee, Milwaukee, Wisconsin, USA.
Journal of microbiology & biology education
|August 24, 2023
概括
基于课程的本科研究经验 (CUREs) 在其特征上有很大差异,影响学生的成绩. 这项研究列出了112个CURE特征,以帮助教育工作者理解和改进真正的科学培训.
科学领域:
- 生物科学 生物科学
- 本科教育 学士教育
- 科学培训 科学培训
背景情况:
- 基于课程的本科研究经验 (CUREs) 对于引入学生真正的科学参与至关重要.
- 现有的CUREs证明了学生对生物科学的兴趣和保留的好处.
- 在CUREs的背景,方法和真实性方面存在显著的差异,可能会影响各种学生的成绩.
研究的目的:
- 为应对CUREs课程多样性的挑战.
- 在生物科学中识别,目录和分类CUREs的112个潜在特征.
- 帮助教育工作者理解和完善CURE课程,以改善学生的参与和学习.
主要方法:
- 采访了25名在各种CURE (例如,松鼠网,海页,小地球) 经验丰富的教师.
- 收集了有关CURE特征的专家内容,并将其分类成一个有组织的列表.
- 开发了包含学生在科学过程中的经验,技术技能,专业发展和科学身份的类别.
主要成果:
- 鉴定和编目了CUREs的112个独特特征.
- 分类CURE的特点分为四大类:科学过程,技术方面,专业发展和科学身份.
- 揭示了CURE功能实现的广泛差异,并突出了关键功能定义的模糊性.
结论:
- 在其组成部分和学生参与的方法中,CUREs表现出相当大的多样性.
- 对关键的CURE特征的含糊不清的定义可能会阻碍确保研究真实性和与科学目标一致的努力.
- 该研究提供了一个分类框架和资源,以支持CURE设计,指导和公平.
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