EAGER Germination: What we talk about when we talk about big ideas: Using case studies to train PhD students in ideation and questioning processes

爱荷华大学（University of Iowa）的这个项目旨在通过对取得重大突破的科学家的案例研究，开发课程，培养研究生的科学思维和质疑能力，以应对社会挑战。该项目建立在教学构思和提问的成功试点研究的基础上，并最终寻求开发可传播到爱荷华大学以外使用的正式教学模块。这项研究有两个潜在的更广泛的影响。首先，正在开发的培训计划可以向所有参与者灌输将科学研究与社会需求联系起来的深化能力。其次，培训项目可以使代表性不足的群体（包括第一代学生）更容易看到和接触到科学思想框架和质疑过程，促进他们参与STEM职业，从而使科学劳动力多样化和加强。这个项目将使用著名的、高成就的科学家的案例研究来训练研究生雄心勃勃的科学思想和与社会需求相关的问题。将并行比较两种不同的方法，以确定它们的优点和局限性。第一个是一个学期的课程，它将引导化学和工程研究生通过一个16周框架的构思和问题发展过程。第二种方法是每周一次的非正式研讨会/工作坊（读写工作坊，RWW），为期一年。这两门课程将共享一些元素，包括使用案例研究使学生能够梳理出构思和提问的过程，利用社会科学家对社会需求提供更大的视角，并引入一个概念框架，将关键的社会需求与物理科学研究界的指导问题联系起来。案例研究工作将包括回顾重要科学家的论文、回忆录、信件和口述历史，以探索他们的想法产生过程、对关键假设的质疑以及学科方法的整合。潜在的假设是，通过思考重要的科学思想和问题产生的方式，研究生将培养出更大的愿望和更强的能力来制定和参与重要的问题。结果评估将包括基于李克特的和基于现有工具的定性评估，以衡量学生的学习。pi期望这项研究将导致灵活使用的“接种”教学模块的发展，以在小组或部门中播种一种积极探究，寻求机会，心胸开阔的文化。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project from the University of Iowa seeks to develop courses for training graduate students in scientific ideation and questioning to address societal challenges, using case studies of scientists who achieved major breakthroughs. The project builds on successful pilot studies of teaching ideation and questioning, and seeks ultimately to develop formalized teaching modules that could be disseminated for use beyond the University of Iowa. This study has two potential Broader Impacts. Firstly, the training programs under development may inculcate in all participants a deepened ability to relate scientific research to societal needs. Secondly, the training programs may make scientific idea-framing and questioning processes more visible and accessible to underrepresented groups, including first-generation students, facilitating their engagement with STEM careers, and thereby diversifying and strengthening the scientific workforce.This project will use case studies of celebrated, high-achieving scientists for training graduate students in ambitious scientific ideation and questioning tethered to societal needs. Two different approaches will be compared in parallel to identify their affordances and limitations. The first is a semester-length course that will step chemistry and engineering graduate students through processes of ideation and question development using a well scaffolded 16-week framework. The second approach involves an informal drop-in weekly seminar/workshop (Reading-Writing Workshop; RWW) that will run for a year. Both courses will share some elements, including employing case studies to enable the students to tease out the processes of ideation and questioning, leveraging social scientists to provide larger perspectives on societal needs, and introducing a conceptual framework that connects critical societal needs to the guiding questions of physical science research communities. Case study work will include reviewing papers, memoirs, letter, and oral histories of significant scientists to explore their processes of idea generation, questioning of key assumptions, and integration of disciplinary approaches. The underlying hypothesis is that through considering ways in which important scientific ideas and questions are generated graduate students will develop both increased desire and increased ability to formulate and engage with important questions. Outcome evaluation will include Likert-based and qualitative assessments based on existing instruments for measuring student learning. The PIs expect that this research will lead to the development of flexible-use, "inoculatory" teaching modules for seeding a vigorously inquisitive, opportunity-seeking, broad-minded culture in groups or departments.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.