An introductory biology research-rich laboratory course shows improvements in students' research skills, confidence, and attitudes.
An introductory biology research-rich laboratory course shows improvements in students' research skills, confidence, and attitudes.
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DOI：
10.1371/journal.pone.0261278
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发表时间：
2021
期刊：
影响因子：
3.7
通讯作者：
Schug MD
中科院分区：
文献类型：
--
作者：
Pavlova IV;Remington DL;Horton M;Tomlin E;Hens MD;Chen D;Willse J;Schug MD
作为在整个生物学专业培养定量和研究技能的更广泛改革的一部分，我们在一所中等、公立、少数民族服务机构的大型招生入门生物学实验课程中引入了基于课程的本科生研究经验（CURE）。这项倡议是作为美国国家科学基金会/委员会本科生研究转化项目的一部分进行的。根据学期的不同，学生团队会进行两到三个实验。他们设计、实施、分析、修改和迭代，撰写科学的论文式报告，并进行口头报告。我们在两个学期中测试了CURE对学生实验设计和统计推理能力的影响，以及学生研究信心和态度。我们发现CURE课程的学生在实验设计和统计推理方面达到了改革后的学习目标。与传统设计的学生相比，CURE的学生也表现出更高水平的实验设计熟练程度、研究自我效能感和更像专家的科学心态。尽管两组学生在期末反思时都将实验室描述为一种积极的体验，但CURE组在研究过程中表现出了高度的参与度。CURE小组的学生发现了研究过程中困难的部分，同时也表示喜欢和重视研究。本研究表明，在一个具有挑战性的CURE实验课程中，学生有很大的自主权，并在不同的公立大学得到适当的支持，从而提高了学习能力、信心和对研究的态度。
As part of a wider reform to scaffold quantitative and research skills throughout the biology major, we introduced course-based undergraduate research experiences (CURE) in sections of a large-enrollment introductory biology laboratory course in a mid-level, public, minority-serving institution. This initiative was undertaken as part of the in the National Science Foundation / Council for Undergraduate Research Transformations Project. Student teams performed two or three experiments, depending on semester. They designed, implemented, analyzed, revised and iterated, wrote scientific paper-style reports, and gave oral presentations. We tested the impact of CURE on student proficiency in experimental design and statistical reasoning, and student research confidence and attitudes over two semesters. We found that students in the CURE sections met the reformed learning objectives for experimental design and statistical reasoning. CURE students also showed higher levels of experimental design proficiency, research self-efficacy, and more expert-like scientific mindsets compared to students in a matched cohort with the traditional design. While students in both groups described labs as a positive experience in end-of-semester reflections, the CURE group showed a high level of engagement with the research process. Students in CURE sections identified components of the research process that were difficult, while also reporting enjoying and valuing research. This study demonstrates improved learning, confidence, and attitudes toward research in a challenging CURE laboratory course where students had significant autonomy combined with appropriate support at a diverse public university.
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DOI：
10.1187/cbe.16-07-0212
发表时间：
2016
期刊：
CBE life sciences education
影响因子：
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期刊：
CBE life sciences education
影响因子：
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影响因子：
3.7
作者：
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通讯作者：
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