Embedding Research Directly into the Chemistry Curriculum with an Organic to Analytical Sequence
Embedding Research Directly into the Chemistry Curriculum with an Organic to Analytical Sequence
复制标题
DOI：
10.1021/acs.jchemed.0c01263
复制
发表时间：
2021-06-08
影响因子：
3
通讯作者：
Walker, Joi P.
中科院分区：
文献类型：
--
作者：
Allen, William E.;Hosbein, Kathryn N.;Walker, Joi P.
这份手稿描述了化学中以课程为基础的本科生研究经验(CURE)序列的实施，该序列使用研究将较低部门的有机化学课程连接到较高部门的分析化学课程。在固化序列中，学生们在CURE-1有机过程中创建了一个修饰糖分子的文库，然后在CURE-2分析过程中评估了这些分子在膜中的行为。为了确定标准化学课程中治疗的有效性和可持续性的因果机制，我们对治疗实验室和标准教学(SI)实验室的学生进行了研究。来自课堂本科生研究经验调查(CURE)、实验室课程评估调查(LCAS)和课程结束评估的结果被提出。根据人口统计学因素、报告的性别和少数民族状况、预期专业和必修课的年级，建立治疗组和对照组的等效性。这种性质的直接比较显示了治疗部分的好处和评估成绩的平等，而不考虑教学方法。
This manuscript describes the implementation of a Course-based Undergraduate Research Experience (CURE) sequence in chemistry that uses research to link a lower division, organic chemistry course to an upper-division, analytical chemistry course. In the CURE sequence, students created a library of modified sugar molecules during CURE-1, Organic, and then evaluated the behavior of those molecules within membranes during CURE-2, Analytical. In order to ascertain the causal mechanisms underlying the effectiveness and sustainability of CUREs within the standard chemistry curriculum, we conducted research on students in CURE laboratories and Standard Instruction (SI) laboratories. Results from the Classroom Undergraduate Research Experience (CURE) Survey, the Laboratory Course Assessment Survey (LCAS), and an end-of-course assessment are presented. Equivalency of the CURE and comparison groups was established based on demographic factors, reported gender and minority status, expected major, and grade in the prerequisite course. A direct comparison of this nature revealed the benefits of the CURE sections and equality in assessment performance regardless of the instructional method.