Categorizing Student Learning about Research, Nature of Science, and Poster Presentation in a Workshop-Based Undergraduate Research Experience
Categorizing Student Learning about Research, Nature of Science, and Poster Presentation in a Workshop-Based Undergraduate Research Experience
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在基于研讨会的本科生研究体验中对学生对研究、科学本质和海报展示的学习进行分类
DOI：
10.1021/acs.jchemed.3c00174
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发表时间：
2023
影响因子：
3
通讯作者：
Wink, Donald J.
中科院分区：
文献类型：
--
作者：
Wierzchowski, Adrian;Wink, Donald J.
本文探讨了学生的经验，在一个基于车间的本科研究经验，研究唾液淀粉酶的活性和抑制，为学生提供了机会，参加真正的科学研究之前，他们的本科学习开始，以下结构的课程为基础的本科研究经验（治愈）。了解学生在这一点上的学习经验是很重要的，因为在大学学习开始时的研究经验已被证明可以增加STEM的保留率。本研究以有意义学习和情境认知为理论框架，以现象学为方法框架，应用于六名学生的半结构化访谈数据。学生的经验被描述为一个结果空间，详细说明了他们对研究过程，科学性质以及海报创作和演示过程的理解程度。研究结果强调，当研究与学生的个人生活或未来的工作兴趣相联系时，就可以实现有意义的学习。科学的研究过程和性质也必须通过强调研究的迭代性质和突出科学与非科学领域之间的区别向学生明确。所有参与的学生都表现出一种理解，即任何人都可以在任何地方参与科学。本文还讨论了在这项工作的基础上发展对学生归属感和自我认同感的理解的意义。
This paper examines student experiences in a workshop-based undergraduate research experience studying the activity and inhibition of salivary amylase that provides students with the chance to participate in authentic scientific research prior to the start of their undergraduate studies, following the structure of a course-based undergraduate research experience (CURE). Understanding student experiences at this point in their studies is important because research experiences at the beginning of university studies have been shown to increase retention in STEM. This study utilizes meaningful learning and situated cognition as theoretical frameworks and phenomenography as a methodological framework, applied to data from semistructured interviews with six students. The student experiences were characterized as an outcome space detailing the degree of their meaningful learning with respect to their understanding of the research process, nature of science, and the poster creation and presentation process. The findings highlight that meaningful learning is achieved when research is connected to students’ personal lives or future job interests. The research process and nature of science must also be made explicit to students by emphasizing the iterative nature of research and highlighting distinctions between science and nonscience fields. All participating students displayed an understanding that anyone can partake in science anywhere. Implications for building on this work to develop an understanding of students’ senses of belonging and self-identity are also discussed.