Course-Based Undergraduate Research Experiences as a Community of Practice (CoP)
Course-Based Undergraduate Research Experiences as a Community of Practice (CoP)
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基于课程的本科生研究经验作为实践社区 (CoP)
DOI：
10.1021/acs.jchemed.2c00844
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发表时间：
2023
影响因子：
3
通讯作者：
Whiting, Brandon
中科院分区：
文献类型：
--
作者：
Walker, Joi P.;Allen, William E.;Clevenger, Lindsey;Hosbein, Kathryn N.;Kennedy, Anthony M.;Vance-Chalcraft, Heather;Whiting, Brandon
基于课程的本科生研究经验（CURES）是一种教学模式，传统的本科课程转变为研究密集型课程，为本科生提供另一种研究途径。鉴于新颖的学习背景下的CURES，有必要了解发生的学习和社会互动对学生的影响，在定义和管理社会协商的理解和实践的科学研究实验室。这份手稿报告了一项定性研究的结果，该研究对参加CURE序列的学生进行了定性研究，该序列将低年级有机化学实验室与高年级定量分析实验室联系起来。实践社区是具有共同目标或寻求解决共同问题的人群，其特征有三个要素：领域、社区和实践。为CURE确定的设计元素，研究实践，发现，相关性，协作和迭代，可以与CoP的三个元素保持一致，以提供一个透镜来理解在这种新的背景下发生的学习。焦点小组由3-5名学生组成，每个学生在学期的最后一周参加CURE序列的两个队列（N= 65）。此外，半结构化访谈进行了与治愈教师。访谈数据的主题分析得出三个主题：朝着共同的目标努力，解决障碍，发展对科学内容的更深层次的理解。与Lave和Wenger的实践社区（CoP）框架的主题的对齐进行了描述，并提供了应用CoP研究的基础。
Course-based Undergraduate Research Experiences (CUREs) are a pedagogical model where a traditional undergraduate course is transformed into a research-intensive course, offering an alternative pathway to research for undergraduate students. Given the novel learning context of CUREs, there is a need to understand the learning that occurs and the impact of social interactions on students in defining and managing the socially negotiated understandings and practices of the science research laboratory. This manuscript reports the findings from a qualitative study of students enrolled in a CURE sequence that bridged a lower-division organic chemistry laboratory with an upper-division quantitative analysis laboratory. Communities of practice are groups of people who share a common objective or seek to address a common problem, characterized by three elements, domain, community, and practice. The design elements identified for CUREs, research practices, discovery, relevance, collaboration, and iteration, can be aligned with the three elements of CoP to provide a lens to make sense of the learning that occurs in this novel context. Focus groups consisting of 3–5 students each were conducted with students participating in two cohorts (N= 65) of the CURE sequence during the last week of the academic term. In addition, semistructured interviews were conducted with CURE faculty. Thematic analysis of the interview data derived three themes:working toward a common goal,addressing obstacles, anddeveloping a deeper understanding of the science content. The alignment of the themes with the Lave and Wenger’s Community of Practice (CoP) Framework is described and provides the basis for applying CoP to research on CUREs.
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DOI：
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发表时间：
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期刊：
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