构建真实的科学经验:学生对基于课程的序列本科研究的看法
Bailey M Von der Mehden1, Eric M Pennino2, Heather L Fajardo2
1Department of Ecology and Evolutionary Biology, The University of Tennessee, Knoxville, TN 37996.
CBE life sciences education
|October 13, 2023
概括
高级生物学课程的学生在基于课程的本科研究经验 (CUREs) 中报告了更真实的研究经验和独立性. 早期阶段的学生认为真实性较低,突出了脚手架CUREs的重要性.
科学领域:
- 生物学教育研究 生物学教育研究
- 本科研究研究 本科研究
- 课程开发 课程开发
背景情况:
- 基于课程的本科研究经验 (CUREs) 为本科生提供了可扩展的研究机会,特别是在以教学为重点的机构.
- 可持续跨学科研究激发本科生成功 (SIRIUS) 项目整合了跨生物课程的支架CUREs,解决了当地现实世界的问题.
- 这种方法旨在为所有生物学专业提供逐步参与科学调查的机会.
研究的目的:
- 为了调查学生对研究真实性的看法,在一个支架治愈计划.
- 探索真实感知如何随着学生通过入门,中级和高级生物学课程的进步而发展.
- 了解独立和失败经验在塑造真实感知中的作用.
主要方法:
- 采用混合方法,采用横截面研究设计.
- 用两个三角仪器收集数据,以评估学生的感知.
- 该研究的重点是Sirius CUREs中的学生,主要是本科机构的学生.
主要成果:
- 高级课程的学生报告说,与入门和中级学生相比,他们感觉到参与研究活动的参与度更高,真实性更高.
- 中级和高级学生认为独立的机会更多.
- 失败的经历及其对真实感知的影响在高级学生中最为突出.
结论:
- 像SIRIUS项目一样,梯架式CUREs可以提高学生对研究真实性和独立性的看法,因为他们在专业中取得了进展.
- 研究结果表明,CUREs中的高级课程对于学生充分参与和感知科学研究的真实性至关重要.
- 这项研究提供了关于少数民族服务,主要是本科院校的CURE有效性的有价值的见解.
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