Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students' Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course
Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students' Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course
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DOI：
10.1187/cbe.15-11-0228
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发表时间：
2016-12-01
影响因子：
3.7
通讯作者：
DeChenne-Peters, Sue Ellen
中科院分区：
文献类型：
--
作者：
Olimpo, Jeffrey T.;Fisher, Ginger R.;DeChenne-Peters, Sue Ellen
在过去的十年中，以课程为基础的本科生研究经验（CURES）已经成为一个可行的机制，以提高新手的科学推理和过程技能的发展，在科学，技术，工程和数学学科。生物教育文献中的最新证据表明，学生参与这种经历不仅增加了他们对科学研究的欣赏和兴趣，而且提高了他们“像科学家一样思考”的能力。“尽管有这些关键的结果，很少有研究客观地探讨了CURE与非CURE学生在学科内容知识，态度和动机方面的发展，特别是在非志愿者样本中。为了解决这些问题，我们采用了混合方法的方法来评估上述结果后，在介绍细胞/分子生物学课程的一种新的治愈实施。结果表明，CURE参与者表现出更多的专家一样的结果，这些结构相对于他们的非CURE同行，包括在这些领域的自我效能，自我决定，和解决问题的策略。此外，对期末调查数据的分析表明，CURE的选择功能，如增加学生的自主性和协作，调解学生的学习和享受。总的来说，这项研究为CURE参与所带来的好处提供了新的见解，并可用于指导未来的发展和评估真实的研究机会。
Within the past decade, course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to enhance novices' development of scientific reasoning and process skills in the science, technology, engineering, and mathematics disciplines. Recent evidence within the bioeducation literature suggests that student engagement in such experiences not only increases their appreciation for and interest in scientific research but also enhances their ability to "think like a scientist." Despite these critical outcomes, few studies have objectively explored CURE versus non-CURE students' development of content knowledge, attitudes, and motivation in the discipline, particularly among nonvolunteer samples. To address these concerns, we adopted a mixed-methods approach to evaluate the aforementioned outcomes following implementation of a novel CURE in an introductory cell/molecular biology course. Results indicate that CURE participants exhibited more expert-like outcomes on these constructs relative to their non-CURE counterparts, including in those areas related to self-efficacy, self-determination, and problem-solving strategies. Furthermore, analysis of end-of-term survey data suggests that select features of the CURE, such as increased student autonomy and collaboration, mediate student learning and enjoyment. Collectively, this research provides novel insights into the benefits achieved as a result of CURE participation and can be used to guide future development and evaluation of authentic research opportunities.