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

天文学(11)本项目的目标是为初级本科课程开发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：(1)教授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，增加他们对科学和从事STEM职业的积极态度；以及(3)培养在任何职业道路上都很重要的重要技能，如批判性思维、团队合作和目标驱动的工作技能。最终目标是帮助天文学和其他领域的其他机构的教师实施所开发的课程，并根据他们自己的研究或从国家虚拟天文台等数据档案中开发他们自己的RBSE课程。RBSE活动的智力优点RBSE是一种教学方法，模拟科学家发现新知识的科学探究和探索过程。它是以研究为基础的，它将科学研究与教育结合在一起。它将发现的兴奋带入课堂，让学生真正去做科学，而不仅仅是从远离实际研究过程的讲座和活动中了解科学。学生通过在研究级望远镜上完成观察，分析数据并解释他们的结果来参与一个真实的研究项目。他们收集和解释信息，以回应他们有指导的个人探索，并在合作而不是竞争的环境中作为合作者一起工作。RBSE是研究和教育的自然结合，因为它实实在在地教授科学。它包含了几种以科学推理为模型的“最佳实践”教学策略。这些措施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生课堂上实施RBSE课程的最有效方式。它也在评估学生从参与中获得的收益。这项活动的更广泛的影响对许多学生来说，天文学入门课程代表着他们最后一次正式接触科学。RBSE为学生提供了一个机会，让他们及早体验研究的回报，以便将追求科学作为一种职业。即使学生不攻读STEM学位，RBSE也会培养任何职业所必需的批判性思维和团队合作技能，并帮助大量学生理解科学过程。阿拉斯加大学安克雷奇分校、基奈半岛学院和印第安纳大学的大约5100名学生参与了这个项目。该课程正被开发为“现成的”，以便其他本科生教师可以使用。在AAPT和AAS的全国会议上，每年为大约30名教师举办讲习班，介绍注重结果的教育方法和制定的课程，并建立一个参与按结果的教育工作者的全国网络。灵活的教学模式，如RBSE，涉及广泛的不同的、文化派生的学习取向。它们有效地让妇女和少数群体--传统上在科学界代表性不足的群体--发出自己的声音，并培养对自己从事科学工作的能力的信心。

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.