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

基于课程的本科研究经验（CURES）增加了所有学生获得研究的机会，影响学生在STEM的坚持和成功。参加CURE可能是学生进行研究的唯一经验，特别是对于边缘化和少数群体的学生。然而，人们对如何有效地教授这些课程知之甚少。高质量的CURE教学在入门级尤其重要，因为CURE可能对学生最有影响力，并且在实施过程中变化最大，因为STEM实验室课程通常由研究生导师教授，他们自己也有适度的教学和研究经验。需要做更多的工作来了解教师如何有效地支持学生的成长和发展。本研究旨在定义研究性教学的教学内容知识（PCK），即教师对科学研究、学生和指导学生进行研究的教学方法所具有的知识。该项目有可能为全国对话提供关于有效教授CURE所需知识的信息。这方面的知识是至关重要的，因为CURE的广泛实施和相对有限的见解的性质和类型的教学，使CURE有效的不同群体的学生。此外，这个项目的结果有可能是有用的，以改善全国专业发展计划，以更好地准备治愈教师，特别是研究生导师谁教全国各地每年成千上万的学生，自己是未来的教师。使用一个既定的框架来表征特定领域教学的复杂性，本项目旨在定义和表征与研究性教学相关的PCK。该项目将涉及开发，试点测试和完善一套反映CURE教学中面临的常见教学问题的场景。然后，这些场景将用于与30多位经验丰富的CURE教师进行有声思维访谈，以引出他们在CURE教学期间用于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。从这个分析的结果有可能解决一个实质性的知识差距，必要的专业知识，有效地教CURES通过发现教学的变化和教师的推理使用PCK框架。该项目响应STEM教育博士后研究奖学金（干艾德IPRF）计划，旨在提高研究知识，技能，并在干，干教育，教育，和相关学科，以促进他们的准备，从事基础和应用研究，在该领域的进步知识。该项目是由干教育博士后研究奖学金资助（干艾德PRF）计划，旨在提高研究知识，技能，并在干，干教育，教育，该奖项反映了NSF的法定使命，并通过使用基金会的智力价值进行评估，被认为值得支持和更广泛的影响审查标准。

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.