建立真实的科学体验:学生对基于顺序课程的本科生研究的看法。

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Bailey M Von der Mehden, Eric M Pennino, Heather L Fajardo, Catherine Ishikawa, Kelly K McDonald
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引用次数: 0

摘要

基于课程的本科生研究体验(CURE)是在主要是本科生的教学机构扩大本科生研究体验的有吸引力的解决方案,在那里,教师研究活动的资源可能有限。激发本科生成功的可持续跨学科研究(SIRIUS)项目是一个独特的项目,它将围绕当地现实世界问题协调的CURE整合到生物学系的整个课程中。CURE是脚手架式的,为所有生物学专业的学生提供了在入门、中级和高级课程中进行科学研究的多种机会。在这项混合方法的横断面研究中,我们探讨了学生在SIRIUS课程中对自己经历真实性的看法。从两项工具中收集的三角数据表明,与入门生和中级生相比,高级课程的学生认识到更多地参与研究活动,并认为他们所从事的科学更真实。中级和高级学生认为有更多的独立机会;然而,失败的经历以及这些经历对真实感的影响主要在高年级学生身上观察到。这项研究为越来越多的关于CURE的文献做出了贡献,重点关注来自一所拥有多个少数族裔服务名额的主要本科院校的学生。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Building Authentic Science Experiences: Students' Perceptions of Sequential Course-Based Undergraduate Research.

Course-based Undergraduate Research Experiences (CUREs) are attractive solutions for scaling undergraduate research experiences at primarily undergraduate teaching institutions, where resources for faculty research activities can be limited. The Sustainable Interdisciplinary Research to Inspire Undergraduate Success (SIRIUS) project is a unique program that integrates CUREs, coordinated around a local real-world problem, throughout a biology department's curricula. The CUREs are scaffolded to provide all biology majors with multiple opportunities to engage in scientific investigations as they advance through introductory, intermediate, and advanced courses. In this mixed methods, cross-sectional study, we explore students' perceptions of the authenticity of their experiences as they progress through the SIRIUS CUREs. Triangulated data collected from two instruments indicated that students in advanced courses recognized more involvement in research activities and perceived greater authenticity in the science they were performing compared with introductory and intermediate students. Intermediate and advanced students perceived more opportunities for independence; however, experiences with failure and the influence these experiences had on the perceptions of authenticity was primarily observed with advanced students. This study contributes to the growing literature on CUREs with a focus on students from a primarily undergraduate institution with multiple minority-serving designations.

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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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