Cabrini College, Radnor, PA 19087, USA.
CBE Life Sci Educ. 2011 Fall;10(3):279-86. doi: 10.1187/cbe.10-12-0151.
Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates' decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders.
我们的研究侧重于入门级的课堂基础研究，并以噬菌体基因组学课程为模型，有证据表明，从事研究的一年级学生既了解了科学的过程，也了解了科学家如何进行科学实践。我们工作的初步但值得注意的成果是，学生对考虑不同职业选择（如研究生教育和一般科学）的兴趣发生了变化。这一点尤其值得注意，因为之前的研究曾描述过研究实习是澄清或证实，而不是改变大学生攻读研究生教育的决定。我们假设，我们的研究结果与之前关于参与研究的影响的研究不同，因为我们研究中的学生仍处于本科生涯的早期阶段。我们的工作建立在课堂基础研究运动的基础上，应该被视为对美国科学促进协会、美国国家科学基金会和其他本科教育利益相关者倡导的本科生物学教育变革和愿景运动的鼓励。
