Define Your Goals Before You Design a CURE: A Call to Use Backward Design in Planning Course-Based Undergraduate Research Experiences.
Define Your Goals Before You Design a CURE: A Call to Use Backward Design in Planning Course-Based Undergraduate Research Experiences.
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DOI：
10.1128/jmbe.v18i2.1287
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发表时间：
2017-04
影响因子：
1.9
通讯作者：
Brownell SE
中科院分区：
文献类型：
--
作者：
Cooper KM;Soneral PAG;Brownell SE
我们建议使用反向设计来开发基于课程的本科生研究经验（CURES）。CURE的定义标志是学生在正式的实验室课程中探索研究问题，这些问题的答案是未知的，这些问题在课程之外广泛相关。由于CURE导致新的研究结果，它们代表了独特的课程设计挑战，因为这些课程的双重性质要求课程设计者考虑CURE的两组不同但互补的目标：1）科学发现里程碑（即，研究目标）和2）学生在认知、心理和情感领域的学习（即，教学目标）。随着越来越多的本科实验室课程被重新想象为CURE，我们如何精心设计这些课程，以有效地满足这两套目标？在这篇Perspectives文章中，我们将探讨这个问题，并概述在CURE开发中使用反向设计的建议。
We recommend using backward design to develop course-based undergraduate research experiences (CUREs). The defining hallmark of CUREs is that students in a formal lab course explore research questions with unknown answers that are broadly relevant outside the course. Because CUREs lead to novel research findings, they represent a unique course design challenge, as the dual nature of these courses requires course designers to consider two distinct, but complementary, sets of goals for the CURE: 1) scientific discovery milestones (i.e., research goals) and 2) student learning in cognitive, psychomotor, and affective domains (i.e., pedagogical goals). As more undergraduate laboratory courses are re-imagined as CUREs, how do we thoughtfully design these courses to effectively meet both sets of goals? In this Perspectives article, we explore this question and outline recommendations for using backward design in CURE development.