Toward a Conceptual Framework for Measuring the Effectiveness of Course-Based Undergraduate Research Experiences in Undergraduate Biology

Autor/inn/en	Brownell, Sara E.; Kloser, Matthew J.
Titel	Toward a Conceptual Framework for Measuring the Effectiveness of Course-Based Undergraduate Research Experiences in Undergraduate Biology
Quelle	In: Studies in Higher Education, 40 (2015) 3, S.525-544 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1004234
Schlagwörter	Biology; Science Instruction; Undergraduate Students; Guidelines; Educational Change; Science Laboratories; Outcomes of Education; Research Skills; Course Evaluation; Educational Objectives; Evaluation Methods; Inquiry; Classification; Case Studies; Introductory Courses; Scientific Research; Surveys; Scientists; Thinking Skills; Cooperation; Student Evaluation + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Richtlinien; Bildungsreform; Lernleistung; Schulerfolg; Forschungsleistung; Educational objective; Bildungsziel; Erziehungsziel; Classification system; Klassifikation; Klassifikationssystem; Case study; Fallstudie; Case Study; Einführungskurs; Survey; Umfrage; Befragung; Scientist; Wissenschaftler; Denkfähigkeit; Co-operation; Kooperation; Schulnote; Studentische Bewertung
Abstract	Recent calls for reform have advocated for extensive changes to undergraduate science lab experiences, namely providing more authentic research experiences for students. Course-based Undergraduate Research Experiences (CUREs) have attempted to eschew the limitations of traditional "cookbook" laboratory exercises and have received increasing visibility in the literature. However, evaluating the outcomes of these experiences remains inconsistent and incomplete partly because of differing goals and conceptual frameworks on the part of those both teaching and assessing the courses. This paper synthesizes existing literature on CUREs and assessment practices to propose a framework for how researchers and practitioners may better align the goals and evaluation practices of CUREs in order to provide a more consistent view of these reformed laboratory courses for the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01