Postdoctoral Fellowship: STEMEdIPRF: Pedagogical Content Knowledge for Course-based Undergraduate Research Instruction

以课程为基础的本科生研究经验(CURE)增加了所有学生进行研究的机会，影响了学生在STEM中的坚持性和成功。参与治疗可能是学生进行研究的唯一经验，特别是对来自边缘化和小规模人口的学生。然而，人们对如何有效地教授这些课程知之甚少。鉴于STEM实验室课程通常由本身具有一般教学和研究经验的研究生讲师教授，因此，在入门阶段，高质量的治疗指导尤其重要，因为治疗可能对学生影响最大，实施方式也最多样。需要更多的工作来理解教师如何在治疗中有效地支持学生的成长和发展。本项目旨在定义研究性教学的教学内容知识(PCK)，即教师拥有的关于科学研究的知识，他们的学生，以及有助于指导学生进行研究的教学方法。该项目有可能使国家对话了解有效教授治疗方法所需的知识。鉴于治疗的广泛实施，以及对使治疗对不同学生群体有效的教学性质和类型的相对有限的洞察，这方面的知识是至关重要的。此外，该项目的成果有可能有助于改善全国的专业发展计划，以便更好地培养治愈导师，特别是研究生导师，他们每年在全国各地教授数千名学生，他们自己也是未来的教师。利用已建立的描述特定领域教学复杂性的框架，本项目旨在定义和描述与研究性教学相关的PCK。该项目将涉及开发、试点测试和改进一组反映治疗指导中面临的常见教学问题的场景。然后，这些情景将被用来对30多名经验丰富的治愈指导员进行有声思考的访谈，以获取他们在治愈指导过程中用来教授和支持学生的独特知识。访谈将使用标准的定性内容分析程序进行归纳和演绎分析，以确定研究性教学PCK的核心要素。这一分析的结果有可能通过揭示使用PCK框架的教学差异和教师推理，来解决关于有效教授治疗所需的专业知识的实质性差距。该项目响应STEM教育博士后研究奖学金(STEM ED IPRF)计划，该计划旨在提高STEM、STEM教育、教育和相关学科的新近博士的研究知识、技能和实践，以促进他们从事基础和应用研究，以促进该领域知识的进步。该项目由STEM教育博士后研究奖学金(STEM ED PRF)计划资助，该计划旨在增强STEM、STEM教育、教育、教育和教育领域的研究知识、技能和实践。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

Course-based undergraduate research experiences (CUREs) have increased access to research for all students, influencing student persistence and success in STEM. Participation in a CURE may be a student’s only experience conducting research, especially for students from marginalized and minoritized populations. Yet, little is known about how to teach these courses effectively. Quality CURE instruction is especially important at the introductory level when CUREs may be most influential for students and most varied in their implementation given that STEM lab courses are often taught by graduate student instructors who themselves have modest teaching and research experience. More work is needed to understand how instructors effectively support student growth and development in CUREs. This project intends to define pedagogical content knowledge (PCK) for research instruction, which is the knowledge an instructor has of science research, their students, and instructional approaches that are useful for guiding students in doing research. This project has the potential to inform national conversations about the knowledge necessary to teach CUREs effectively. This knowledge is critical given the widespread implementation of CUREs and relatively limited insights into the nature and types of instruction that make CUREs effective for diverse groups of students. Additionally, the results of this project have the potential to be useful for improving professional development programs nationally in order to better prepare CURE instructors, especially graduate student instructors who teach thousands of students across the country every year and are themselves future faculty. Using an established framework for characterizing the complexity of domain-specific teaching, this project aims to define and characterize PCK associated with research instruction. The project will involve developing, pilot testing, and refining a set of scenarios that reflect common teaching issues faced in CURE instruction. These scenarios will then be used to conduct think-aloud interviews with 30+ experienced CURE instructors to elicit the distinctive knowledge they employ to teach and support students during CURE instruction. Interviews will be analyzed inductively and deductively using standard qualitative content analysis procedures to define the core elements of research teaching PCK. Results from this analysis have the potential to address a substantive gap in knowledge about the expertise necessary to teach CUREs effectively by uncovering both pedagogical variation and instructor reasoning using the PCK framework. The project responds to the STEM Education Postdoctoral Research Fellowship (STEM Ed IPRF) program, which aims to enhance the research knowledge, skills, and practices of recent doctorates in STEM, STEM education, education, and related disciplines to advance their preparation to engage in fundamental and applied research that advances knowledge within the field.This project is funded by the STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) program that aims to enhance the research knowledge, skills, and practices of recent doctorates in STEM, STEM education, education, and related disciplines to advance their preparation to engage in fundamental and applied research that advances knowledge within the field.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.