评估与简短的课程干预相关的科学素养的学生自我有效性的收益
Radhika Reddy1, Olivia M Ainsworth2, MacKenzie J Gray2
1Biology Department, Portland State University, Portland, Oregon, USA.
Journal of microbiology & biology education
|September 11, 2025
概括
研究启动课程 (RIC) 提高了科学学生对研究素养的信心. 在研究经验后评估的学生报告了比在计划后立即评估的学生更大的收益.
科学领域:
- 在STEM教育方面.
- 本科研究研究 本科研究
- 科学素养 科学素养
背景情况:
- 本科研究经验 (UREs) 对于学生在科学领域的留学和动机至关重要.
- 来自代表性不足的背景的学生往往开始UREs的研究自我效率低,因为不熟悉学术规范.
- 研究诱导课程 (RIC) 旨在通过结构化的期刊俱乐部讨论来增强科学素养和信心.
研究的目的:
- 评估RIC对学生自我感知的科学素养和自我效能的影响.
- 确定评估的时间 (即时与延迟) 是否会影响自我效能增长的感知.
主要方法:
- 在NIH资助的BUILD EXITO项目中,共有91名学生参加了该项目.
- 调查进行了前性 (RIC前后) 或后性 (RIC后近1年) 的管理.
- 参与者参与了支架上的期刊俱乐部讨论,后来指导了研究实习.
主要成果:
- 在RIC之后,前性和后性组都对科学素养的信心增加了.
- 与前组相比,被追溯评估的学生报告了明显更大的信心增长.
- 真正的研究经验似乎影响了学生对自己成长的看法.
结论:
- RIC是一种有效的简短干预,用于为学生准备URE.
- 评估的时间和随后的真实研究经验显著影响学生如何感知他们的技能发展.
- 研究结果强调了在本科研究计划中对科学素养的结构化支持的重要性.
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