结合基于发现的学习和学徒研究经验:一个新的本科实验室课程模型
Sarah Damiani1, Giorgio Freije1, Adam D Rudner1,2
1Department of Biochemistry, Microbiology and Immunology, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada.
Journal of microbiology & biology education
|June 11, 2025
概括
学徒研究经验 (ARE) 提供了宝贵的实验室技能,但面临着进入障碍. 这项研究介绍了一种创新的课程结构,整合了AREs,以改善教学支持和科学教育中的公平学生机会.
科学领域:
- 学士学位科学教育教育.
- 经验式学习是一种体验式学习.
- 生物化学和分子生物学教育研究 生物化学和分子生物学教育研究
背景情况:
- 学徒研究经验 (AREs) 为本科生提供了真正的研究机会.
- 随着时间的推移,AREs可能会出现教学和访问障碍,限制学生的参与和学习.
- 当前的AREs往往缺乏在真实研究环境中的指导指导和结构化支持.
研究的目的:
- 解决与传统的AREs相关的实际障碍和不平等问题.
- 提出一个创新的本科课程结构,集成基于发现的培训和ARE安置.
- 为科学课程中实施类似的综合实验室课程提供实用资源.
主要方法:
- 开发一门新的本科课程,将基于发现的实验室组件与ARE安置相结合.
- 详细描述课程结构,教学方法和实施策略.
- 专注于为所有学生创建一个更有结构和公平的途径到AREs.
主要成果:
- 综合课程结构旨在加强ARE中的教学支持和指导学习.
- 这种模式旨在减轻有限的ARE配置的竞争,促进更公平的访问.
- 该方法为其他机构提供可复制的框架,以增强本科生研究机会.
结论:
- 在结构化课程中整合AREs可以克服参与和学习的传统障碍.
- 这种创新模式促进了更广泛的本科生平等获得真实的研究经验.
- 提出的框架为加强科学教育和为学生准备未来的研究工作提供了一个实际的解决方案.
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