Authentic research in an introductory geology laboratory and student reflections: Impact on nature of science understanding and science self-efficacy
Authentic research in an introductory geology laboratory and student reflections: Impact on nature of science understanding and science self-efficacy
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入门地质学实验室的真实研究和学生反思：对科学理解本质和科学自我效能的影响
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发表时间：
2018
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影响因子：
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通讯作者：
C. Ogilvie
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作者：
Elizabeth Moss;C. Cervato;Ulrike Genschel;Lori M. Ihrig;C. Ogilvie
摘要本研究考察了长期真实研究体验对学生对科学本质的理解和对科学的自我效能感的影响。一个物理地质学入门实验室的课程被改造为包括一个为期六周的、由学生主导的研究项目，重点是当地地下水和地表水问题。采用修订的《学生科学理解与科学探究问卷》(n=181)和修订的职业自我效能问卷(n=179)测量学生的科学自我效能感。收集了四个学期的学生数据。我们发现，让学生明确地反思NOS和从事研究项目相结合，可以提高学生对NOS的整体理解，而且女生的增幅更高。我们发现，对于非STEM学生来说，研究项目本身对他们对NOS的理解有更积极的影响。一个研究项目本身并没有显著提高非STEM学生的科学自我效能感，但加入明确的NOS反思确实起到了作用，对女学生来说更是如此。在完成研究项目和反思NOS概念的同时，STEM学生的自我效能感比非STEM学生提高得更多。这组复杂的结果表明，有多种方法可以实现真实的研究体验来增加学生对NOS的理解，而要提高学生的自我效能感，反思NOS是一个很好的策略，特别是对STEM学生来说。对于女学生来说，一个很有前途的方法是设计一个实验，并反思NOS。
ABSTRACT This study examines the effects of an extended authentic research experience on students’ understanding of the nature of science (NOS) and self-efficacy toward science. The curriculum of an introductory physical geology lab was transformed to include a six-week, student-driven research project focused on local groundwater and surface water issues. Students’ NOS understanding was measured by using a modified version of the Student Understanding of Science and Scientific Inquiry questionnaire (n = 181) and their science self-efficacy using a modified vocational self-efficacy survey (n = 179). Data were collected on students during four semesters. We found that the combination of having students explicitly reflect on the NOS and working on a research project improves students’ overall NOS understanding, and that the increase was higher for female students. We found that for non-STEM students the research project alone had a more positive effect on their NOS understanding. A research project alone did not significantly increase non-STEM students’ science self-efficacy, but adding explicit NOS reflections did, and more so for female students. The self-efficacy of STEM students increased more than the one of non-STEM students if they completed both a research project and reflected on NOS concepts. This complex set of results suggests that there are multiple ways to implement an authentic research experience to increase students’ NOS understanding, whereas to increase students’ self-efficacy, reflections on the NOS are a good strategy, particularly for STEM students. For female students, a promising approach is designing an experiment and reflecting on the NOS.