本科生研究与学生学习成果:深入探究不同学科背景

Xi Hong, Xi Gao, Hamish Coates, Fei Guo
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引用次数: 0

摘要

摘要尽管本科研究对学生的学习和发展具有重要意义,但尚未有足够的工作来阐明其在不同学科背景下的作用。本研究使用中国大学生调查的数据,采用Becher和Trowler的学科分类理论来理解不同学科本科生研究与学生学习成果之间的关系。它表明,首先,在期刊/会议上发表文章与学生在物理、历史和工程方面的自我报告的学习成果相关,但这些关系可以通过以过程为中心的活动来解释,除了物理。第二,早期本科生的学习成果与与纯学科教师进行研究的相关性相对较弱。相比之下,这种关系在应用学科中是不同的。第三,在软学科中,参加竞赛与学生更多类型的学习成果显著相关,而在硬学科中,两者都发挥着相当重要的作用。它为未来的研究和实践提出了建议,丰富了人们对大学如何最好地让本科生参与研究的见解。关键词:本科生研究学生发展学习成果本科教育学科披露声明作者未报告潜在利益冲突。本研究受国家自然科学基金(批准号:72104120)资助。
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Undergraduate research and students’ learning outcomes: digging into different disciplinary contexts
ABSTRACTDespite the importance of undergraduate research for student learning and development, not enough work has been done to clarify its effects in different disciplinary contexts. Using data from the China College Student Survey, this research adopts Becher and Trowler’s theory of discipline classification to understand the relationship between undergraduate research and students’ learning outcomes in different disciplines. It indicates that first, contributing to journals/conferences correlates with students’ self-reported learning outcomes in Physics, History, and Engineering, but these relationships can be explained by process-centered activities, except in Physics. Second, early-year undergraduates’ learning outcomes are relatively weakly related to conducting research with faculty in pure disciplines. By contrast, such relationships are distinct in applied disciplines. Third, in soft disciplines, participating in competitions significantly correlates with more types of students’ learning outcomes than conducting research with faculty, while in hard disciplines, they both play quite important roles. It makes recommendations for future research and practice, which enrich insight into how universities can best engage undergraduates in research.KEYWORDS: Undergraduate researchstudent developmentlearning outcomeundergraduate educationdiscipline Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by China's National Sciences Foundation (Grant No. 72104120).
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