Collaborative Research: Developing Biology Undergraduates’ Scientific Literacy and Identity Through Peer Review of Scientific Manuscripts

合作研究：通过科学手稿的同行评审培养生物学本科生的科学素养和认同

• 批准号: 2142262
• 负责人: Sarah Fankhauser
• 金额: $ 2.07万
• 依托单位: Emory University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-12-01 至 2024-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2142262&HistoricalAwards=false
• 关键词: Collaborative; Research; Developing; Biology; Undergraduates; Collaborative; Research; Developing; Biology; Undergraduates

This project aims to serve the national interest by educating undergraduates about peer review. Peer review is the process where scientists evaluate the credibility of each other's research articles before they are published. A course in peer review is a significant innovation in undergraduate science education. Such a course has potential to increase students’ scientific literacy by providing deeper understanding of how experimental results are translated into published knowledge. Additionally, it can lead to an increase in students’ sense of identity as a scientist by giving them authentic opportunities to act as a peer reviewer. Improving the scientific literacy of undergraduates is critical for creating a scientifically-literate public that values and can discriminate peer-reviewed scientific literature from pseudoscience. Facilitating undergraduates’ science identity formation will enhance their sense of belonging in the scientific community. This is critical for broadening participation and preparing students for success in the STEM workforce. By providing biology undergraduates with authentic experiences in the rapidly changing field of scientific peer review and publishing, this project will uncover part of hidden science, technology, engineering, and mathematics (STEM) curriculum aligned with anti-racism efforts within the academy and STEM workforce. This project seeks to provide an evidence base for an innovative undergraduate curriculum on peer review that increases scientific literacy and provides a means for broadening participation in STEM.The goal of this project is to evaluate a new, constructivist curriculum in which biology undergraduates learn about the importance and mechanisms of peer review, then write and publish their own reviews of preprints. Changes in students' scientific literacy and scientific identity as a result of the curriculum will be measured by validated pre-post surveys and thematic analysis of students’ writing. This project will extend the literature on undergraduates’ scientific literacy and identity formation to the underexplored topic of manuscript peer review, an authentic scholarly practice less commonly available to undergraduates than authentic laboratory experiences. The curriculum will be tested at 3 institutions to evaluate its efficacy, its transferability to different instructors, student populations (biology majors, non-majors), course types (introductory, advanced disciplinary), and institution types (private, public, college, university, 2-year, 4-year). Its utility for educators will also be assessed via a survey of undergraduate biology instructors that asks about their experience with and interest in using authentic peer review in the classroom. This survey, the results of this research, and the evidenced-based curricular materials created by this project will be disseminated across the education and research networks of the project personnel. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过教育本科生有关同伴审查的教育来服务国家利益。同行评审是科学家在发表之前评估彼此研究文章的信誉的过程。同行评审课程是本科科学教育的重大创新。通过对如何将实验结果转化为已发表的知识，这种课程有可能提高学生的科学素养。此外，通过给他们充当同伴审稿人的真实机会，这可以使学生成为科学家的身份认同感。提高大学生的科学素养对于创建一个科学素养的公众至关重要，该公众价值观并可以将经同行评审的科学文献与伪科学区分开。促进大学生的科学身份形成将增强他们在科学界的归属感。这对于扩大参与并为学生提供成功的STEM劳动力至关重要。通过在科学同伴审查和出版的快速变化领域中提供生物学本科生，该项目将发现隐藏的科学，技术，工程和数学（STEM）课程的一部分，并与学院和STEM劳动力中的反种族主义努力保持一致。该项目旨在为同行评审的创新本科课程提供证据基础，该课程提高了科学素养，并提供了一种扩大参与STEM的方法。该项目的目的是评估一种新的，建构主义的课程，在该课程中，生物学的生物学培训较少毕业于研究Peer评论的重要性和机制，然后写下和发布他们自身的审查，并将其编写和发表Preprrints。由于课程的结果，学生的科学素养和科学身份的变化将通过经过验证的前孔调查和学生写作的主题分析来衡量。该项目将把有关本科生科学素养和身份形成的文献扩展到手稿同行评审的不被忽视的主题，这是一门真实的科学，本质上的本科生比真实的实验室经验少。该课程将在三个机构进行测试，以评估其有效性，其转移性向不同的讲师，学生人口（生物学专业，非律师），课程类型（入门，高级纪律）和机构类型（私立，公立，公立，大学，大学，大学，2年期）。它对教育工作者的实用性还将通过对本科生物学讲师的调查进行评估，该调查询问他们对在课堂上使用真实同伴评论的兴趣。这项调查，这项研究的结果以及该项目创建的基于证据的课程材料将在项目人员的教育和研究网络中传播。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响评估审查标准，被认为是珍贵的支持。