Undergraduate Scientists: Measuring the Outcomes of Research Experiences from Multiple Perspectives (US-MORE)
本科生科学家:从多个角度衡量研究经验的成果(US-MORE)
基本信息
- 批准号:1140445
- 负责人:
- 金额:$ 19.95万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2012
- 资助国家:美国
- 起止时间:2012-05-15 至 2016-09-30
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
Involving undergraduate students in research is recognized as an experience that powerfully engages students in science, technology, engineering, and mathematics (STEM) and launches students into STEM careers. This research project examines how participation in undergraduate research impacts students in terms of the significance of the experience for the participants and explores the relationship between student outcomes and the goals and activities of these types of experiences. Focusing on the fields of chemistry and physics, the largely qualitative study investigates commonly reported outcomes for students and their mentors to identify intrinsic and extrinsic factors and common relationships between features of the research experience and student characteristics. Utilizing an iterative analytic approach, the investigators document and analyze the structure and implementation of the research experience in relation to student attributes and previous experiences with STEM. In addition, the multi-site study examines hypotheses about the impact of these experiences on engagement in STEM and how participation in a research experience leads to commitment to pursue a career in STEM. Findings from the study are to be published in science educational research journals and presented at meetings sponsored by professional societies.
让本科生参与研究被认为是一种能够有力地吸引学生参与科学,技术,工程和数学(STEM)并让学生进入STEM职业的经验。 本研究项目探讨如何参与本科研究影响学生的经验,为参与者的意义,并探讨学生的成果和这些类型的经验的目标和活动之间的关系。 侧重于化学和物理领域,主要是定性研究调查学生和他们的导师的共同报告的结果,以确定内在和外在因素和研究经验和学生特征的功能之间的共同关系。 利用迭代分析方法,研究人员记录和分析与学生属性和以前的STEM经验有关的研究经验的结构和实施。 此外,多地点研究还探讨了这些经验对STEM参与的影响以及参与研究经验如何导致致力于从事STEM职业的假设。这项研究的结果将发表在科学教育研究期刊上,并在专业协会主办的会议上发表。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Adam Maltese其他文献
Caregivers’ Roles in Supporting Children’s Engagement in Engineering Activities at Home (Fundamental)
看护者在支持儿童在家参与工程活动方面的作用(基础)
- DOI:
10.18260/1-2--43132 - 发表时间:
2011 - 期刊:
- 影响因子:0
- 作者:
Kelli Paul;Lauren Penney;Adam Maltese;Amber Simpson;Jungsun Kim - 通讯作者:
Jungsun Kim
Promoting preservice teachers’ facilitation of argumentation in mathematics and science through digital simulations
- DOI:
10.1016/j.tate.2024.104858 - 发表时间:
2025-02-01 - 期刊:
- 影响因子:
- 作者:
Jamie N. Mikeska;Dionne Cross Francis;Pamela S. Lottero-Perdue;Meredith Park Rogers;Calli Shekell;Pavneet Kaur Bharaj;Heather Howell;Adam Maltese;Meredith Thompson;Justin Reich - 通讯作者:
Justin Reich
Adam Maltese的其他文献
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{{ truncateString('Adam Maltese', 18)}}的其他基金
Partnership Development and Planning: Assessment of Maker Practices in Museums
合作伙伴关系发展和规划:博物馆创客实践评估
- 批准号:
2314184 - 财政年份:2023
- 资助金额:
$ 19.95万 - 项目类别:
Standard Grant
Collaborative Research: The Notion of Failure and Maker Programming for Youth: Supporting the Professional Development, Reflection, and Learning of Informal Educators
合作研究:失败的概念和青年创客编程:支持非正式教育工作者的专业发展、反思和学习
- 批准号:
2005860 - 财政年份:2021
- 资助金额:
$ 19.95万 - 项目类别:
Standard Grant
RAPID: Rapidly building a collaborative network of informal educators to address extended school closures related to the 2020 COVID-19 pandemic
RAPID:快速建立非正式教育工作者协作网络,以解决与 2020 年 COVID-19 大流行相关的学校延长停课问题
- 批准号:
2027368 - 财政年份:2020
- 资助金额:
$ 19.95万 - 项目类别:
Standard Grant
Collaborative Research: Engineering a Community-Family Partnership: Developing a Program Aimed at Making and Design Practices in Home Environments
合作研究:建立社区与家庭的伙伴关系:开发一个旨在在家庭环境中进行制作和设计实践的项目
- 批准号:
1759259 - 财政年份:2018
- 资助金额:
$ 19.95万 - 项目类别:
Standard Grant
Role Models in Elementary Engineering Education
基础工程教育的榜样
- 批准号:
1657519 - 财政年份:2017
- 资助金额:
$ 19.95万 - 项目类别:
Standard Grant
Collaborative Research: EAGER: MAKER: Studying the Role of Failure in Design and Making
合作研究:EAGER:MAKER:研究失败在设计和制作中的作用
- 批准号:
1623452 - 财政年份:2016
- 资助金额:
$ 19.95万 - 项目类别:
Standard Grant
Measuring and Visualizing STEM Pathways
测量和可视化 STEM 路径
- 批准号:
1538763 - 财政年份:2015
- 资助金额:
$ 19.95万 - 项目类别:
Standard Grant
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