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

基于课程的本科研究经历（CUREs）增加了所有学生参与研究的机会，影响了学生在STEM中的坚持和成功。参与CURE可能是学生进行研究的唯一经验，特别是对于来自边缘和少数群体的学生。然而，如何有效地教授这些课程却鲜为人知。高质量的CURE教学在入门阶段尤其重要，因为CURE可能对学生影响最大，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，他们自己也有一定的教学和研究经验。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。本项目旨在定义研究指导的教学内容知识（PCK），即教师对科学研究、学生和教学方法的知识，这些知识有助于指导学生进行研究。这个项目有可能为国家对话提供有效教授治愈方法所需的知识。鉴于CUREs的广泛实施以及对使CUREs对不同学生群体有效的教学性质和类型的相对有限的见解，这些知识至关重要。此外，该项目的结果有可能有助于改善全国的专业发展计划，以便更好地准备CURE讲师，特别是研究生讲师，他们每年在全国范围内教授数千名学生，他们自己就是未来的教师。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教学相关的PCK。该项目将包括开发、试点测试和改进一组反映在CURE教学中面临的常见教学问题的场景。然后，这些场景将被用于对30多位经验丰富的CURE教师进行有声思考访谈，以引出他们在CURE教学期间用于教学和支持学生的独特知识。访谈将采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。该分析的结果有可能通过揭示使用PCK框架的教学变化和教师推理来解决有效教授CUREs所需的专业知识方面的实质性差距。该项目响应STEM教育博士后研究奖学金（STEM Ed IPRF）计划，旨在提高STEM、STEM教育、教育和相关学科的近期博士的研究知识、技能和实践，以促进他们从事基础和应用研究，从而推进该领域的知识。该项目由STEM教育博士后研究奖学金（STEM Ed PRF）计划资助，旨在提高STEM， STEM教育，教育和相关学科的近期博士的研究知识，技能和实践，以促进他们从事基础和应用研究的准备，从而推进该领域的知识。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。

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.