Student Perceptions of Their Gains in Course-Based Undergraduate Research Abilities Identified as the Anticipated Learning Outcomes for a Biochemistry CURE

Autor/inn/en	Irby, Stefan M.; Pelaez, Nancy J.; Anderson, Trevor R.
Titel	Student Perceptions of Their Gains in Course-Based Undergraduate Research Abilities Identified as the Anticipated Learning Outcomes for a Biochemistry CURE
Quelle	In: Journal of Chemical Education, 97 (2020) 1, S.56-65 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Irby, Stefan M.) ORCID (Pelaez, Nancy J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Student Attitudes; Undergraduate Students; Research Skills; Outcomes of Education; Biochemistry; Science Instruction; Student Research; Teaching Methods; Self Efficacy; Knowledge Level; Active Learning; Inquiry; Science Laboratories + Suchen Sie Ihr Suchwort? Schülerverhalten; Forschungsleistung; Lernleistung; Schulerfolg; Biochemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studentenforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Wissensbasis; Aktives Lernen
Abstract	A course-based undergraduate research experience (CURE) is a teaching approach aimed at developing students' ability to conduct novel research. Although students' perceptions of their learning during CUREs may not reflect actual student learning, such surveys provide a convenient and useful metric for course evaluation. Instructors can use survey findings both to improve instruction and to identify areas of student difficulty. Although various reports have presented data on student perceptions of CUREs, these have not delved deeply into students' perceived knowledge, experience, and confidence (KEC) regarding specific research abilities that instructors anticipate students will develop. This study addresses this issue by investigating changes in students' perceived KEC regarding previously identified anticipated learning outcomes (ALOs) for the biochemistry authentic scientific inquiry laboratory (BASIL) CURE. The following research questions were addressed: How do students' perceptions of KEC for specific ALOs change during a BASIL CURE course? How do student perceptions of their KEC regarding specific BASIL ALOs vary across different implementations of BASIL CURE courses? To answer these questions, a participant perception indicator (PPI) survey was used to measure students' KEC for the BASIL ALOs. Participants were students in one of 10 courses implementing the BASIL CURE at seven different academic institutions. Student pooled response data across all implementations showed significant gains in their KEC, with large effect sizes. Furthermore, differences in students' KEC were detected between course implementations. These findings will provide instructors of the BASIL CURE and potentially other CUREs with a useful framework for the focus of assessment design and the consequent identification and remediation of student difficulties related to the various research abilities or ALOs. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01