By Jacqueline McLaughlin
Course-based undergraduate research experiences (CUREs), by definition, 是一种学习经验,在这种经验中,全班学生解决一个研究问题或问题,其结果或解决方案是外部利益相关者感兴趣的未知结果或解决方案(Dolan 2016)。. 它们旨在解决国家生命科学教育改革努力的一个主要目标,即扩大涉及本科生的研究(American Association for the Advancement of Science [AAAS] 2011; National Research Council 2003).
Numerous studies have shown the benefits of CUREs to students: enhanced self-confidence in scientific thinking and the development of scientific process skills (Szteinberg and Weaver 2013; Brownell et al. 2015), increased inclusivity in science for unrepresented populations (Bangera and Brownell 2014), and improved persistence in science and medicine (Hanauer et al. 2012). 治疗也使教师受益,一些研究表明教学和研究更紧密地结合在一起, positive influence on promotion and tenure, publication of research in both science and education journals, and greater impact of research programs. Additionally, faculty benefited by identifying, recruiting, and training students to join their research labs, and by enhanced fulfillment in teaching itself (Fukami 2013; Kowalski, Hoops, and Johnson 2016; Shortlidge, Bangera, and Brownell 2016).
To date, CUREs have primarily been utilized in undergraduate laboratory courses. There is now a growing consensus about what constitutes a CURE in the natural sciences (e.g., biology, chemistry, physics, math, earth, and planetary science) laboratory. Such CUREs have five defining characteristics: 1) There is an element of discovery, so that students are working with novel data. 2) Iteration is built into the lab. 3) Students engage in a high level of collaboration. 4) Students learn scientific practices. 5)该主题具有广泛的相关性,因此它可能会被发布和/或引起班级以外的群体的兴趣(Auchincloss等人). 2014).
While there is much diversity in the research laboratory topics explored in CUREs, two distinct CURE models have emerged, 同时揭示了学生和教师的利益:(1)教师根据自己的研究兴趣开发和教授CURE的本地模式.g. Brownell et al. 2012; Ward et al. 2014)和(2)国家模式,其中CURE由单个教师开发,然后由教师网络扩展和教授(e).g., Lopatto et al. 2008; Jordan et al. 2014).
A great way to develop a local CURE is for faculty, instructors, 和/或高级研究生找到一种方法来扩大自己的研究兴趣,并将其嵌入到实验课程中. 图1中展示了一个经过验证的框架,它引导和指导指导教师设计和实现一个拥有上面列出的五个元素的CURE的过程,并在表1中展示了使用该模型的示例转换. Per this framework, students work in small groups to learn research techniques; ask novel questions grounded in the scientific literature; design their own experiments; test their hypotheses using the scientific method and the reflective process of progressive problem solving; interpret their data; and disseminate their work in a professional scientific manner by means of poster presentations, oral academic talks, or scientific papers. To achieve this, 学生接受个性化的指导,这对知识整合至关重要(Linn等). 2015).
Level | Lab | Topic | Location | Reference |
---|---|---|---|---|
Freshmen Sophomore | Introductory Cell Biology for Majors | Growth Kinetics of Yeast | 4-year college | Goudsouzian, McLaughlin, and Slee 2017 |
Freshmen Sophomore | Introductory Cell Biology for Majors | Cancer Cell Transformation | 4-year college | McLaughlin and Coyle 2016 |
Honors | Introductory biology for nonmajors | Microalgae as a Source of Biofuel | 2-year college | Goedhart and McLaughlin 2016 |
Sophomore | Developmental biology for majors | Drug Induced Arrthymias in the Developing Vertebrate Heart | 4-year college | McLaughlin and Patel 2017 |
希望对他们开发和实施的地方治愈方法的有效性进行教学研究的教师应该努力填补目前的空白。希望对他们开发和实施的地方治愈方法的有效性进行教学研究的教师应该努力填补目前文献中的空白. To date, 很少有研究使用有效和可靠的学生成绩衡量标准(超出学生学习收益评估(SALG)调查),或者包括控制学生水平差异的研究设计和方法. Additional research is needed that makes use of theory and methods from the social sciences to more fully understand how CUREs operate; how students and faculty benefit from this unique learning environment; and how challenges to adopting, implementing, and sustaining CUREs can be overcome (Dolan 2016).
References
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