通过实施研究集成的CUREs打破确认咒语
1Department of Biological Sciences, Smith College, Northampton, Massachusetts, USA.
Journal of microbiology & biology education
|June 11, 2025
概括
探索性的,以假设为导向的基于课程的本科研究经验 (CUREs) 可以弥合STEM成就差距. 将研究整合到正在进行的研究中 (riCUREs) 可以改善教育成果,并为贫困学生带来研究红利.
科学领域:
- 在STEM教育方面.
- 本科研究研究 本科研究
背景情况:
- 在STEM中,由于社会经济和学术不平等,贫困学生的成绩差距仍然存在.
- 基于课程的本科研究经验 (CUREs) 旨在通过提供可访问的研究机会来缓解这些差距.
- 现有的CURE经常被批评为过度支架,可能限制真正的科学研究.
研究的目的:
- 提出和设计探索性,以假设为导向的CUREs,并纳入正在进行的研究 (riCUREs).
- 解决高度支架的CUREs的局限性,并促进学生更深入地参与科学发现.
- 通过创新的CURE模型,提高教育成果和研究生产力.
主要方法:
- 开发探索性,以假设为导向的CUREs.
- 将这些CURE纳入现有,正在进行的研究项目.
- 使用Tiny Earth CURE框架作为课程设计的基础.
- 在CURE结构中促进跨学科假设的发展.
主要成果:
- 拟议的riCURE模型有助于跨学科的假设开发.
- 初步发现表明,参与这些探索性CURE的学生的教育成果有所改善.
- 该模型显示,在教育效益的同时,有可能产生有意义的研究红利.
结论:
- 探索性,以假设为导向的riCUREs提供了一种有希望的方法来解决STEM成就差距.
- 这种模式通过促进真正的科学调查和跨学科合作来增强学生的学习.
- 资源可以有效地为学生的发展和正在进行的科学研究做出贡献.
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