Integrating Authentic Scientific Research in a Conservation Course–Based Undergraduate Research Experience
Integrating Authentic Scientific Research in a Conservation Course–Based Undergraduate Research Experience
复制标题
将真实的科学研究融入基于保护课程的本科研究经验
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
J. J. Fontaine
中科院分区：
文献类型：
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作者：
A. Sorensen;L. Corral;Jenny M. Dauer;J. J. Fontaine
基于课程的本科生研究经验（CURE）的开发是为了克服包括学生参与研究在内的障碍。然而，在保护和自然资源背景下由学生参与实地研究的 CURE 例子很少。在这里，我们重点介绍以保护为中心的 CURE 的发展，该 CURE 与研究计划、研究效益、学生的学习自我评估以及对 CURE 的看法相结合。借助额外的数据，研究人员能够完善物种分布模型并促进管理决策。大多数学生报告说他们的科学技能有所提高，感觉他们从事了有意义的、现实世界的研究。在学生对这段经历如何帮助澄清他们的职业意图的反思中，许多人表示更有可能参加研究生课程并寻求与科学相关的工作。同样有趣的是，所有学生都表示，参与后更有可能与朋友、家人或公众谈论野生动物保护问题，这表明此类课程可以产生课堂之外的影响，使学生成为科学的倡导者和翻译者。基于实地、以保护为重点的 CURE 可以通过真实的科学教学实践创造有意义的保护和自然资源体验。
Course-based undergraduate research experiences (CUREs) have been developed to overcome barriers including students in research. However, there are few examples of CUREs that take place in a conservation and natural resource context with students engaging in field research. Here, we highlight the development of a conservation-focused CURE integrated to a research program, research benefits, student self-assessment of learning, and perception of the CURE. With the additional data, researchers were able to refine species distribution models and facilitate management decisions. Most students reported gains in their scientific skills, felt they had engaged in meaningful, real-world research. In student reflections on how this experience helped clarify their professional intentions, many reported being more likely to enroll in graduate programs and seek employment related to science. Also interesting was all students reported being more likely to talk with friends, family, or the public about wildlife conservation issues after participating, indicating that courses like this can have effects beyond the classroom, empowering students to be advocates and translators of science. Field-based, conservation-focused CUREs can create meaningful conservation and natural resource experiences with authentic scientific teaching practices.
影响因子：
11.4
作者：
Dubansky B;Whitehead A;Miller JT;Rice CD;Galvez F
通讯作者：
Galvez F