揭示本科研究:利用生态瞬间评估来描述和比较本科研究经验
Yaileen C Maldonado Mendez1, Benjamin S Listyg2, Constanza Mardones-Segovia3
1Department of Biology, Universidad de Puerto Rico, Rio Piedras, San Juan, PR 00925.
CBE life sciences education
|November 26, 2025
概括
基于课程的本科研究经验 (CUREs) 可能取代传统的本科研究经验 (UREs),因为这两个环境中的学生都从事类似的研究任务. 无论是CURE还是URE的学生都可以在他们的研究活动中从更多的互动参与中受益.
科学领域:
- 在STEM教育研究研究中.
- 高等教育教学的教学.
背景情况:
- 本科研究经验 (UREs) 是有价值的,但在学生参与方面有所不同.
- 基于课程的本科研究经验 (CUREs) 提供了一个结构化的替代方案,但它们与UREs的等价性仍在争论中.
研究的目的:
- 为了比较学生在CUREs和UREs所承担的研究任务.
- 评估使用生态瞬间评估 (EMA) 进行本科研究的可行性.
主要方法:
- 利用生态瞬间评估 (EMA) 在九所大学进行实时数据收集.
- 通过文本调查收集了538名学生 (1队列) 的3537条答案和711名学生 (2队列) 的10862条答案.
- 应用定性分析和自然语言处理 (NLP) 与机器学习用于任务分类.
主要成果:
- 学生的任务被分为11个主题和4个主题:实验,数据收集,数据分析和通信.
- CURE和URE的学生在相似的比例上完成了类似的研究任务.
- 学生报告了积极和建设性的参与,但在他们的研究任务中互动参与有限.
结论:
- 在吸引学生参与大学环境中的核心研究活动方面,CUREs似乎是URE的可行替代品.
- 无论是CURE还是URE学生都可能从增加的互动参与中获得额外的好处.
- EMA和主题建模是研究经验和分析大型文本数据集的有效方法.
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