Literaturnachweis - Detailanzeige
| Autor/inn/en | Behar-Horenstein, Linda S.; Johnson, Melissa L. |
|---|---|
| Titel | Enticing Students to Enter into Undergraduate Research: The Instrumentality of an Undergraduate Course |
| Quelle | In: Journal of College Science Teaching, 39 (2010) 3, S.62-70 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0047-231X |
| Schlagwörter | Student Research; Research Opportunities; College Faculty; Universities; Science Instruction; Courses; Teaching Methods; Interviews |
| Abstract | To encourage students to seek research opportunities with campus faculty, one large university in the Southeast created a course entitled Science for All. A major goal of the course was to encourage students to work directly with faculty on research projects of their interest. Overall, the findings show that some of the participants began to engage in research activities while taking this course. However, overall the course lacked engaging pedagogy, student input, and participation. These findings indicate that students may have felt excluded from the research practice community, may not have understood what they were listening to, or may have found the process of doing research to be inaccessible. Although these findings are tentative, they represent new knowledge in the field. (Contains 3 tables.) (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 | 2017/4/10 |
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