一个在线研究沉浸计划,以增加入门科学学生的信心和科学身份认同
Erica J Zheng1, Elizabeth Oakes1,2, Julie Roden2,3
1Department of Chemistry, Wellesley College, Wellesley, Massachusetts, USA.
概括
一个远程研究计划提升了来自代表性不足的背景的本科生对科学的认同和信心. 研究生导师也发现这种经验对培养教学技能的培养有价值.
科学领域:
- 在STEM教育方面.
- 本科研究研究 本科研究
背景情况:
- 代表性不足的学生在STEM专业的持续性较低,尽管招生人数增加.
- 研究曝光,积极学习和社区培养STEM持久性和身份.
- 传统的研究项目面临着入门学生的可访问性和成本障碍.
研究的目的:
- 引入初学者,特别是代表性不足的学生,进行独立的研究.
- 为研究生提供研究指导培训,培养未来的教师.
- 提供可扩展和可访问的研究介绍,可适应虚拟或实体格式.
主要方法:
- 开发了一个远程教学,协作"冬季学期研究周"计划.
- 优先参与低收入,第一代和代表性不足的少数民族 (URM) 学生.
- 利用研究生作为导师,为他们提供培训和指导.
主要成果:
- 本科生参与者表现出更强的科学认同和信心.
- 研究生导师报告说,这种经验对他们的教学发展非常有价值.
- 该计划展示了对虚拟和面对面的研究介绍的适应性.
结论:
- 远程研究项目可以有效地增强本科生的科学身份和信心.
- 研究生在研究计划中的指导有助于发展未来的科学教师.
- 该计划的要素可转移到各种环境中,促进研究,指导和教学技能.
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