一个卡片分类工具来衡量专家与新手在科学研究中的思维
Megan F Cole1, Clarke O Britton2, Denver Roberts1
1Department of Biology, Emory University, Atlanta, GA 30322.
CBE life sciences education
|September 26, 2023
概括
一个新的卡片分类任务有效地区分了科学学生的新手和专家研究技能. 该工具有助于确定支架的领域,以改善本科生对研究原则的概念化.
科学领域:
- 生物学教育研究 生物学教育研究
- 科学教育科学教育教育.
- 本科研究研究 本科研究
背景情况:
- 本科研究经验对于科学学习至关重要.
- 测量学生的概念研究技能可能具有挑战性.
- 真正的研究经验是生物学实验室不可或缺的组成部分.
研究的目的:
- 开发和验证卡片分类任务,以评估研究原则的概念化.
- 区分初学者和专家对研究的理解.
- 确定影响本科生发展专家式思维的因素.
主要方法:
- 设计了一项卡片排序任务,以评估参与者如何组织研究原则.
- 参与者包括教师/博士后,研究生和本科生.
- 分析的重点是排序模式和脚手架的影响.
主要成果:
- 在教师/博士后,研究生和本科生之间的分类模式中观察到显著的差异.
- 教师/博士后表现出更多基于研究方法的专家类分类.
- 具有高级安置经验的本科生和非PEER学生表现出更多的专家式思维.
结论:
- 卡片排序任务提供了一个可扩展的框架来分析学生对研究的概念化.
- 脚手架改善了分类,但并没有将本科生提升到专家水平.
- 该研究确定了特定的学生群体和有针对性的教学支持的潜在领域.
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