Student-Perceived Gains in Collaborative, Course-Based Undergraduate Research Experiences in the Geosciences

Autor/inn/en	Kinner, David; Lord, Mark
Titel	Student-Perceived Gains in Collaborative, Course-Based Undergraduate Research Experiences in the Geosciences
Quelle	In: Journal of College Science Teaching, 48 (2018) 2, S.48-58 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Student Attitudes; Undergraduate Students; Science Instruction; College Science; Student Research; Student Experience; Apprenticeships; Geology; Introductory Courses; Comparative Analysis; Research Projects; Self Evaluation (Individuals); Achievement Gains; General Education; North Carolina + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studentenforschung; Studienerfahrung; Apprenticeship; Lehre; Historische Geologie; Einführungskurs; Forschungsvorhaben; Achievement gain; Leistungssteigerung; Allgemein bildendes Schulwesen; Allgemeinbildung
Abstract	Participation in course-based undergraduate research experiences (CUREs) allows students greater and equitable access to the high-impact practice, especially in the STEM disciplines. In a National Science Foundation-sponsored project, small groups of students completed authentic research projects in eight introductory to upper level geoscience courses (176 student respondents). At the end of each experience, students responded to a modified Undergraduate Research Student Self-Assessment (URSSA) survey, indicating their perception of learning gains. This study examined student-perceived gains in CUREs to determine: (a) if these gains were similar to those of individually mentored, apprenticeship student research experiences and (b) if student perception of their learning was different in general education and upper level courses. Student gains on URSSA were similar to those in other studies in which students did apprenticeship-style research, but the study's CURE students showed higher gains in learning the scientific process (Thinking and Working Like a Scientist) compared with other composite variable types. Further, taking responsibility for the project was the highest ranked student gain, marking a perceived shift of ownership for learning from faculty to students. Students in upper level courses had overall higher gains than students in general education courses, with the highest gains related to professional socialization. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01