Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students’ Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course
Autor: | Jeffrey T. Olimpo, Ginger R. Fisher, Sue Ellen DeChenne-Peters |
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Rok vydání: | 2016 |
Předmět: |
Male
0301 basic medicine Technology Tigriopus Science Science education Article General Biochemistry Genetics and Molecular Biology Education 03 medical and health sciences Engineering Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Humans Cooperative Behavior Program Development Students Biology Demography Motivation Science instruction biology Research Multimethodology 05 social sciences 050301 education biology.organism_classification Knowledge 030104 developmental biology Attitude Undergraduate research Learner engagement Female Curriculum Educational Measurement Laboratories Content knowledge Psychology Goals 0503 education Mathematics Program Evaluation |
Zdroj: | CBE Life Sciences Education |
ISSN: | 1931-7913 |
Popis: | This paper presents the development and evaluation of a novel course-based undergraduate research experience (CURE) for use in introductory biology contexts. Results indicate statistically significant gains in CURE students’ content knowledge, attitudes, and motivation in the discipline relative to a matched comparison group. Within the past decade, course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to enhance novices’ development of scientific reasoning and process skills in the science, technology, engineering, and mathematics disciplines. Recent evidence within the bioeducation literature suggests that student engagement in such experiences not only increases their appreciation for and interest in scientific research but also enhances their ability to “think like a scientist.” Despite these critical outcomes, few studies have objectively explored CURE versus non-CURE students’ development of content knowledge, attitudes, and motivation in the discipline, particularly among nonvolunteer samples. To address these concerns, we adopted a mixed-methods approach to evaluate the aforementioned outcomes following implementation of a novel CURE in an introductory cell/molecular biology course. Results indicate that CURE participants exhibited more expert-like outcomes on these constructs relative to their non-CURE counterparts, including in those areas related to self-efficacy, self-determination, and problem-solving strategies. Furthermore, analysis of end-of-term survey data suggests that select features of the CURE, such as increased student autonomy and collaboration, mediate student learning and enjoyment. Collectively, this research provides novel insights into the benefits achieved as a result of CURE participation and can be used to guide future development and evaluation of authentic research opportunities. |
Databáze: | OpenAIRE |
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