Context matters: volunteer bias, small sample size, and the value of comparison groups in the assessment of research-based undergraduate introductory biology lab courses.
Context matters: volunteer bias, small sample size, and the value of comparison groups in the assessment of research-based undergraduate introductory biology lab courses.
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DOI：
10.1128/jmbe.v14i2.609
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发表时间：
2013
影响因子：
1.9
通讯作者：
Shavelson RJ
中科院分区：
文献类型：
--
作者：
Brownell SE;Kloser MJ;Fukami T;Shavelson RJ
生物学本科生从食谱到真正的研究型实验室课程的转变，需要对这些新颖的课程进行评估和评估。尽管生物教育界在这一领域取得了进展，但重要的是，我们必须谨慎地解读这些课程的有效性，并牢记我们研究设计的内在局限性，这可能会影响内部和外部有效性。研究性研究的特定背景可能会对结论产生重大影响。我们展示了我们自己为期三年的研究型实验室入门课程影响的案例研究，强调了志愿者学生、缺乏对照小组和小样本数量可能会成为研究设计的局限性，从而影响对课程有效性的解释。
The shift from cookbook to authentic research-based lab courses in undergraduate biology necessitates the need for evaluation and assessment of these novel courses. Although the biology education community has made progress in this area, it is important that we interpret the effectiveness of these courses with caution and remain mindful of inherent limitations to our study designs that may impact internal and external validity. The specific context of a research study can have a dramatic impact on the conclusions. We present a case study of our own three-year investigation of the impact of a research-based introductory lab course, highlighting how volunteer students, a lack of a comparison group, and small sample sizes can be limitations of a study design that can affect the interpretation of the effectiveness of a course.