Becoming Researchers: The Participation of Undergraduate and Graduate Students in Scientific Research Groups
Becoming Researchers: The Participation of Undergraduate and Graduate Students in Scientific Research Groups
复制标题
DOI：
10.1002/sce.21051
复制
发表时间：
2013-03-01
影响因子：
4.3
通讯作者：
Rogan-Klyve, Allyson
中科院分区：
文献类型：
--
作者：
Feldman, Allan;Divoll, Kent A.;Rogan-Klyve, Allyson
本研究旨在了解研究生和本科生如何通过参与研究小组来学习科学。使用现象学方法来阐明学生的经验。结果提供了证据，证明学生们扮演学徒的角色，尽管这一点没有明确说明。作为学徒，他们通过作为团体中合法的外围参与者来学习。在小组中分配指导，更高级的学生提供大部分指导。这些小组既是实践社区，也是知识社区，学生在其中获得了方法和知识的熟练程度。最后，学生在研究小组中的学习可以被概念化为进入小组的学习轨迹，穿越实践社区和认知社区的特征，并随着学生作为新手研究人员，熟练技术人员或知识生产者离开。对K-12科学教育的启示是，期望教师在传统的短期研究经验中达到熟练程度是不现实的，这种经验将使他们为教学生如何从事真正的科学研究做好准备，这些经验应该结构化，以便教师被安排在组织严密的研究小组中，导师明确地教他们如何做科学。(c) 2013 Wiley Periodicals, Inc.；科学教育（英文版）97:218243,2013
This study sought to understand how graduate and undergraduate students learn to do science by participating in research groups. A phenomenological approach was used to illuminate the experiences of the students. The results provide evidence that the students were in the role of apprentices, although this was not made explicit. As apprentices they learned by doing as legitimate peripheral participants in the groups. Mentoring was distributed among the group, with more advanced students providing much of it. The groups were both communities of practice and epistemic communities in which students gained methodological and intellectual proficiency. Finally, student learning in research groups can be conceptualized as learning trajectories that enter the group, traverse characteristics of communities of practice and epistemic communities, and leave with the students as novice researchers, proficient technicians, or knowledge producers. The implications for K-12 science education are that it is unrealistic to expect teachers to achieve the proficiency in traditional short-term research experiences that would prepare them to teach their students how to engage in authentic scientific research, and that these experiences should be structured so that the teachers are placed in tightly organized research groups with mentors who explicitly teach them how to do science. (c) 2013 Wiley Periodicals, Inc. Sci Ed 97:218243, 2013