Improving Undergraduate Research Experiences for STEM Majors and Pre-Service Teachers via Berkeley Undergraduate Research Evaluation Tools (BURET)

伯克利大学本科生研究评估工具（BURET）项目将探索本科生在科学、技术、工程和数学（STEM）方面的研究经历（ure）如何帮助学生培养对科学研究的理解。在美国各地，每年都有许多学生参加UREs，大学投入大量资源来支持这些项目。然而，关于学生在学习收益方面的好处的研究相对较少。针对这一不足，BURET项目将开发方法来跟踪STEM本科生在UREs中的学习，研究参与UREs如何使职前教师能够指导K-12学生进行探究性学习，并开发材料来培训研究生和博士后研究人员成为本科生的有效导师。这项工作的结果将为改善现有的STEM教育和教师教育计划以及扩大对本科生研究的支持提供证据。BURET项目将通过以下具体目标研究和改进UREs：(1)开发、完善和测试工具，以评估学生在参与ure时如何整合对科学实践和内容的理解；(2)描述本科研究人员和职前教师如何随着时间的推移发展对科学实践和内容的综合理解；(3)探索改善本科研究人员科学实践和内容学习的干预措施。该项目将采用调查、访谈和观察相结合的混合方法，研究STEM专业学生的UREs的结果，以及将UREs纳入教师教育对基于探究性的K-12教学实践的影响。项目团队将通过定期研讨会在加州大学伯克利分校的STEM部门之间分享研究成果，以改进ure的结构、学习目标和评估。罗伯特·诺伊斯教师奖学金项目为该项目提供共同资金，以表彰其与诺伊斯努力的更广泛的STEM职前教师教育研究目标的一致性。

The Berkeley Undergraduate Research Evaluation Tools (BURET) project will explore how undergraduate research experiences (UREs) in science, technology, engineering, and mathematics (STEM) help students develop an understanding of scientific research. Across the U.S., many students engage in UREs each year, and universities dedicate substantial resources to supporting these programs. However, there are relatively few studies about the benefits for students in terms of their learning gains. In response to this deficiency, the BURET project will develop methods to track STEM undergraduate learning in UREs, study how participating in UREs prepares pre-service teachers to guide K-12 students in inquiry-based learning, and develop materials to train graduate students and postdoctoral researchers to be effective mentors to undergraduate research students. The results from this work will provide evidence for improving existing STEM education and teacher education programs, and broadening support for undergraduate research. The BURET project will study and improve UREs through the following specific aims: (1) Develop, refine, and test tools to assess how students integrate understanding of scientific practices and content while participating in UREs, (2) characterize how undergraduate researchers and pre-service teachers develop an integrated understanding of scientific practices and content over time, and (3) explore interventions for improving learning of scientific practices and content for undergraduate researchers. The project will use a mixed methods approach with surveys, interviews, and observations to study both the outcomes of UREs for STEM majors and the effects of incorporating UREs in teacher education on inquiry-based K-12 teaching practices. The project team will share findings across STEM departments at UC Berkeley via periodic workshops to improve the structure, learning goals, and evaluation of UREs. The Robert Noyce Teacher Scholarship program is providing co-funding for this project in recognition of its alignment with the broader STEM pre-service teacher education research goals of the Noyce effort.