Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience.
Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience.
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DOI：
10.1187/cbe.19-04-0082
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发表时间：
2020-03
期刊：
影响因子：
--
通讯作者：
Olimpo JT
中科院分区：
文献类型：
--
作者：
Esparza D;Wagler AE;Olimpo JT
基于课程的本科生研究经历（CURE）有助于增加学生获得真实科学机会的机会。目前的文献证据表明，参与 CURE 可以促进学生的科学认同发展、科学自我效能、动机和“像科学家一样思考”的能力。尽管这些发现很重要，但很少有研究考察 CURE 和非 CURE 环境中发生的行为和互动，以及这些行为对所述学生成绩的影响。为了解决这些问题，我们进行了一项混合方法研究，以探讨四个 CURE 和四个非 CURE 入门生物学实验室部分的学生和教师行为。每个部分都收集了代表性视频数据，并使用本科生 STEM 实验室观察协议进行编码。此外，从 CURE 和非 CURE 参与者处获得了学期前/学期后情感调查数据。结果表明，与非 CURE 学生和教师相比，CURE 学生和教师进行了更多的互动行为（例如，一对一对话、提问），通过构建部分相关网络分析行为模式证实了这一发现。多元回归分析进一步表明，学生和教师的互动行为以及 CURE 的注册都是学生动机、科学身份发展、合作以及做出相关科学发现的感知机会的学期前/学期后转变的有力预测因素。
Course-based undergraduate research experiences (CUREs) serve to increase student access to authentic scientific opportunities. Current evidence within the literature indicates that engagement in CUREs promotes students’ science identity development, science self-efficacy, motivation, and ability to “think like a scientist.” Despite the importance of these findings, few studies have examined the behaviors and interactions occurring within CURE and non-CURE settings and the impact of those behaviors on said student outcomes. To address these concerns, we conducted a mixed-methods study to explore student and instructor behaviors in four CURE and four non-CURE introductory biology laboratory sections. Representative video data were collected in each section and coded using the Laboratory Observation Protocol for Undergraduate STEM. In addition, pre/postsemester affective survey data were obtained from CURE and non-CURE participants. Results indicated that CURE students and instructors engaged in more interactive behaviors (e.g., one-on-one dialogue, questioning) than their non-CURE counterparts, a finding confirmed by analyzing behavioral patterns via construction of partial correlation networks. Multiple regression analyses further revealed that both student and instructor interactive behaviors and enrollment in a CURE were strong predictors of pre/postsemester shifts in student motivation, science identity development, collaboration, and perceived opportunities to make relevant scientific discoveries.
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DOI：
10.1187/cbe.16-01-0038
发表时间：
2016
期刊：
CBE life sciences education
影响因子：
--
作者：
Estrada M;Burnett M;Campbell AG;Campbell PB;Denetclaw WF;Gutiérrez CG;Hurtado S;John GH;Matsui J;McGee R;Okpodu CM;Robinson TJ;Summers MF;Werner-Washburne M;Zavala M
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DOI：
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发表时间：
2014
期刊：
CBE life sciences education
影响因子：
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Brownell SE
DOI：
10.1187/cbe.14-05-0092
发表时间：
2015
期刊：
CBE life sciences education
影响因子：
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作者：
Brownell SE;Hekmat-Scafe DS;Singla V;Chandler Seawell P;Conklin Imam JF;Eddy SL;Stearns T;Cyert MS
通讯作者：
Cyert MS
影响因子：
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影响因子：
3
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通讯作者：
Rodriques, RAB