Fostering an Induction into Authentic Research in the Freshman/Sophomore Sequence

促进大一/大二学生进行真实研究

• 批准号: 1044419
• 负责人: Matthew Miller
• 金额: $ 19.99万
• 依托单位: South Dakota State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-08-01 至 2015-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1044419&HistoricalAwards=false
• 关键词: Fostering; Induction; into; Authentic; Research

This project is developing four undergraduate chemistry courses into a blended curriculum structure that revises the role of the teaching laboratory. The course sequence moves students from verification experiments to open-ended inquiry activities in order to provide students with a more genuine scientific research experience during their first two years of college. The courses include frequent and sustained use of instrumentation ordinarily used in research settings, including a graphite furnace atomic absorbance instrument, a high performance liquid chromatography instrument, and a gas chromatography instrument. The model includes co-enrollment of students from the first and third courses, as well as from the second and fourth courses, in order to build a community of practitioners who work together to solve related problems. The expectation is that these pedagogical approaches, when brought together, bring students to a greater awareness of what it means to participate in science, to do research, and to think independently and critically about the world around them. Intellectual MeritThe project is transforming the design of undergraduate laboratory experiences. The collection of data is designed to demonstrate whether this approach achieves the expected efficacy and benefits of establishing the community of learners in laboratory, and to test whether students who experience authentic experimentation earlier in their academic training persist in science career trajectories. The model combines proven elements of best practices in STEM education in a novel way that has not been previously tested.Broader Impacts The dissemination plan includes workshops designed to convey the model to STEM departments at other institutions. The model is expected to be portable to mid-sized institutions with research active faculty and to other STEM disciplines, thus potentially affecting all science majors. Students who experience the model may possess stronger problem solving, critical thinking, and laboratory skills when entering graduate study or the scientific workforce.

该项目正在将四门本科化学课程开发成混合课程结构，从而修改教学实验室的作用。 课程顺序将学生从验证实验转移到开放式探究活动，以便为学生在大学的前两年提供更真实的科学研究体验。 课程包括经常和持续使用研究环境中常用的仪器，包括石墨炉原子吸光度仪器、高效液相色谱仪和气相色谱仪。 该模式包括第一、第三课程以及第二、第四课程的学生共同注册，以建立一个共同解决相关问题的从业者社区。 我们期望这些教学方法结合在一起，能够让学生更好地认识到参与科学、进行研究以及独立和批判性地思考周围世界的意义。智力优势该项目正在改变本科生实验室体验的设计。 数据收集的目的是证明这种方法是否达到了在实验室建立学习者社区的预期功效和好处，并测试在学术训练早期经历过真实实验的学生是否能坚持科学职业轨迹。该模型以一种以前从未测试过的新颖方式结合了 STEM 教育最佳实践的经过验证的要素。更广泛的影响传播计划包括旨在将该模型传达给其他机构的 STEM 部门的研讨会。该模型预计将可移植到拥有研究活跃教师的中型机构和其他 STEM 学科，从而可能影响所有科学专业。经历过该模型的学生在进入研究生学习或进入科学队伍时可能会拥有更强的问题解决能力、批判性思维和实验室技能。