Jones Eric, Glanz Hunter, Wilkinson Steven, Fogle Emily
Department of Chemistry and Biochemistry, California Polytechnic State University, San Luis Obispo, California, USA.
Department of Statistics, California Polytechnic State University, San Luis Obispo, California, USA.
Biochem Mol Biol Educ. 2023 Mar;51(2):128-136. doi: 10.1002/bmb.21698. Epub 2022 Dec 9.
Course-based undergraduate research experiences (CUREs) can provide undergraduate students access to research opportunities when student and faculty resources are limited. In addition to expanding research opportunities, CUREs may also be explored as a pedagogical tool for improving student learning of course content and laboratory skills, as well as improving meta-cognitive features such as confidence. We examined how a 6-week CURE in an upper-level undergraduate biochemistry lab affected student gains in content knowledge and confidence in scientific abilities, compared to a non-CURE section of the same course. We find that gains in content knowledge were similar between CURE and non-CURE sections, indicating the CURE does not negatively impact student learning. The CURE was associated with a statistically significant gain in student confidence, compared to non-CURE group. These results show that even a relatively short CURE can be effective in improving student confidence at scientific research skills, in addition to expanding access to research.
基于课程的本科研究经历（CUREs）在学生和教师资源有限的情况下，能为本科生提供研究机会。除了增加研究机会外，CUREs还可作为一种教学工具，用于提高学生对课程内容和实验室技能的学习，以及改善诸如自信心等元认知特征。我们研究了在本科高年级生物化学实验室进行的为期6周的CURE与同一课程的非CURE部分相比，如何影响学生在内容知识方面的收获以及对科学能力的信心。我们发现，CURE组和非CURE组在内容知识方面的收获相似，这表明CURE不会对学生学习产生负面影响。与非CURE组相比，CURE与学生自信心在统计学上的显著提高相关。这些结果表明，即使是相对较短的CURE，除了增加研究机会外，也能有效地提高学生对科研技能的信心。
