Collaborative Research: The Development of Research-Based Science Education in Astronomy for Undergraduates

天文学（11）本项目的目标是为入门级本科课程制定和研究天文学研究型科学教育课程的有效性。RBSE课程的目标有三个方面：（1）教导科学是一个发现的过程，而不仅仅是一个知识体系，（2）通过给学生一个做真实研究的机会，提高对科学的积极态度，并追求STEM职业，（3）发展重要的技能，如批判性思维，团队合作和目标驱动的工作技能，在任何职业道路上都很重要。最终目标是帮助其他机构的教师，在天文学和其他领域，实施开发的课程，并开发自己的RBSE课程，无论是基于他们自己的研究，还是来自国家虚拟天文台等数据档案。活动的智力价值RBSE是一种教学方法，模拟科学家发现新知识所使用的科学探究和探索过程。它是“以研究为基础”的，因为它将科学研究与教育结合起来。它通过让学生真正做科学，而不仅仅是从远离实际研究过程的讲座和活动中学习科学，将发现的兴奋带入课堂。学生们通过在研究级望远镜上完成观察，分析数据并解释结果来参与真实的研究项目。他们收集和解释信息，以回应他们的指导个人探索和合作者在合作而不是竞争的环境中一起工作。 RBSE是研究和教育的自然整合，因为它教科学，因为它是这样做的。它结合了几个“最佳实践”的教学策略，模拟科学推理。这些方法包括专注于深入的项目，参与课外活动，使用计算机作为数据显示和分析的工具，使用学生日志和概念图进行评估，以及使用互联网。该项目正在确定在本科课堂上实施RBSE课程的最有效方法。对许多学生来说，天文学入门课程是他们最后一次正式接触科学。RBSE让学生有机会尽早体验研究的回报，以追求科学作为职业。即使学生不攻读STEM学位，RBSE也能培养任何职业所需的批判性思维和团队合作技能，并帮助大量学生了解科学过程。阿拉斯加安克雷奇大学、基奈半岛学院和印第安纳州大学的大约5,100名学生参加了这个项目。该课程正在开发“现成的”，以便其他本科生教师可以使用它，每年在全国AAPT和AAS会议上举办约30名教师的研讨会，介绍RBSE教学法和开发的课程，并发展一个全国性的参与RBSE的教育工作者网络。 灵活的教学模式，如RBSE从事广泛的多样化，文化衍生的学习方向。它们有效地使妇女和少数群体这些传统上在科学领域代表性不足的群体找到自己的声音，并对自己从事科学的能力建立信心。

Astronomy (11) The goal of this project is to develop and to study the effectiveness of research-based science educational (RBSE) curricula in astronomy for entry-level undergraduate courses. The goals of RBSE curricula are threefold: (1) to teach that science is a process of discovery, not just a body of knowledge, (2) to increase positive attitudes towards science, and towards pursuing STEM careers, by giving students an opportunity to do authentic research, and (3) to develop important skills such as critical thinking, teamwork and goal-driven work skills that are important in any career path. The ultimate goal is to help instructors at other institutions, in astronomy and in other fields, to implement the developed curriculum, and to develop their own RBSE curriculum, either based upon their own research or from data archives such as the National Virtual Observatory.The intellectual merit of the activityRBSE is a method of instruction that models the processes of scientific inquiry and exploration used by scientists to discover new knowledge. It is "research-based" in the sense that it integrates scientific research with education. It brings the excitement of discovery into the classroom by getting students to actually do science, not just learn about it from lectures and activities far removed from the actual research process. Students participate in an authentic research project by completing observations on a research-class telescope, analyzing the data and interpreting their results. They collect and interpret information in response to their guided personal exploring and work together as collaborators in a cooperative rather than competitive environment. RBSE is a natural integration of research and education because it teaches science as it is done. It incorporates several "best practice" teaching strategies which model scientific reasoning. These include focusing on an in-depth project, engaging in out-of class activities, using computers as a tool for data display and analysis, using student logs and concept maps for assessment, and using the Internet. This project is determining the most effective way to implement RBSE curricula in undergraduate classrooms. It is also assessing the student gains from participation.The broader impacts of the activityFor many students, an introductory astronomy course represents their last formal exposure to science. RBSE gives students an opportunity to experience the rewards of research early enough to pursue science as a career. Even if students do not pursue STEM degrees, RBSE develops critical-thinking and teamwork skills that are necessary in any career, and it helps a large number of students understand the scientific process. About 5,100 students at the University of Alaska Anchorage, Kenai Peninsula College, and Indiana University are participating in the project . The curriculum is being developed to be "off the shelf," such that other undergraduate instructors may use it. Workshops for about thirty instructors per year are held at the national AAPT and AAS meetings to introduce the RBSE pedagogy and developed curriculum, and to develop a national network of educators participating in RBSE. Flexible teaching modes such as RBSE engage the broad range of diverse, culturally derived orientations to learning. They are effective in allowing women and minorities, groups that are traditionally underrepresented in science, to find their voice and develop confidence in their ability to do science.