Ballen Cissy J, Thompson Seth K, Blum Jessamina E, Newstrom Nicholas P, Cotner Sehoya
Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455.
Department of Water Resources, University of Minnesota, Minneapolis, MN 55455.
J Microbiol Biol Educ. 2018 May 25;19(2). doi: 10.1128/jmbe.v19i2.1515. eCollection 2018.
Course-based undergraduate research experiences (CUREs) are a type of laboratory learning environment associated with a science course, in which undergraduates participate in novel research. According to Auchincloss et al. (CBE Life Sci Educ 2104; 13:29-40), CUREs are distinct from other laboratory learning environments because they possess five core design components, and while national calls to improve STEM education have led to an increase in CURE programs nationally, less work has specifically focused on which core components are critical to achieving desired student outcomes. Here we use a backward elimination experimental design to test the importance of two CURE components for a population of non-biology majors: the experience of discovery and the production of data broadly relevant to the scientific or local community. We found nonsignificant impacts of either laboratory component on students' academic performance, science self-efficacy, sense of project ownership, and perceived value of the laboratory experience. Our results challenge the assumption that all core components of CUREs are essential to achieve positive student outcomes when applied at scale.
基于课程的本科研究经历（CUREs）是一种与科学课程相关的实验室学习环境，本科生在其中参与新颖的研究。根据奥金克洛斯等人（《CBE生命科学教育》2014年；13:29 - 40）的研究，CUREs与其他实验室学习环境不同，因为它们具有五个核心设计要素，并且尽管全国范围内呼吁改善STEM教育导致CURE项目有所增加，但较少有工作专门关注哪些核心要素对于实现预期的学生成果至关重要。在此，我们采用向后消除实验设计来测试CURE的两个要素对于非生物学专业学生群体的重要性：发现的体验以及产生与科学或当地社区广泛相关的数据。我们发现这两个实验室要素对学生的学业成绩、科学自我效能感、项目主人翁意识以及对实验室体验的感知价值均无显著影响。我们的研究结果挑战了这样一种假设，即当大规模应用时，CUREs的所有核心要素对于实现积极的学生成果都是必不可少的。
