几乎一样?评估远程本科生研究经历的有效性。

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Cbe-Life Sciences Education Pub Date : 2023-06-01 DOI:10.1187/cbe.22-01-0001
Riley A Hess, Olivia A Erickson, Rebecca B Cole, Jared M Isaacs, Silvia Alvarez-Clare, Jonathan Arnold, Allison Augustus-Wallace, Joseph C Ayoob, Alan Berkowitz, Janet Branchaw, Kevin R Burgio, Charles H Cannon, Ruben Michael Ceballos, C Sarah Cohen, Hilary Coller, Jane Disney, Van A Doze, Margaret J Eggers, Edwin L Ferguson, Jeffrey J Gray, Jean T Greenberg, Alexander Hoffmann, Danielle Jensen-Ryan, Robert M Kao, Alex C Keene, Johanna E Kowalko, Steven A Lopez, Camille Mathis, Mona Minkara, Courtney J Murren, Mary Jo Ondrechen, Patricia Ordoñez, Anne Osano, Elizabeth Padilla-Crespo, Soubantika Palchoudhury, Hong Qin, Juan Ramírez-Lugo, Jennifer Reithel, Colin A Shaw, Amber Smith, Rosemary J Smith, Fern Tsien, Erin L Dolan
{"title":"几乎一样?评估远程本科生研究经历的有效性。","authors":"Riley A Hess, Olivia A Erickson, Rebecca B Cole, Jared M Isaacs, Silvia Alvarez-Clare, Jonathan Arnold, Allison Augustus-Wallace, Joseph C Ayoob, Alan Berkowitz, Janet Branchaw, Kevin R Burgio, Charles H Cannon, Ruben Michael Ceballos, C Sarah Cohen, Hilary Coller, Jane Disney, Van A Doze, Margaret J Eggers, Edwin L Ferguson, Jeffrey J Gray, Jean T Greenberg, Alexander Hoffmann, Danielle Jensen-Ryan, Robert M Kao, Alex C Keene, Johanna E Kowalko, Steven A Lopez, Camille Mathis, Mona Minkara, Courtney J Murren, Mary Jo Ondrechen, Patricia Ordoñez, Anne Osano, Elizabeth Padilla-Crespo, Soubantika Palchoudhury, Hong Qin, Juan Ramírez-Lugo, Jennifer Reithel, Colin A Shaw, Amber Smith, Rosemary J Smith, Fern Tsien, Erin L Dolan","doi":"10.1187/cbe.22-01-0001","DOIUrl":null,"url":null,"abstract":"<p><p>In-person undergraduate research experiences (UREs) promote students' integration into careers in life science research. In 2020, the COVID-19 pandemic prompted institutions hosting summer URE programs to offer them remotely, raising questions about whether undergraduates who participate in remote research can experience scientific integration and whether they might perceive doing research less favorably (i.e., not beneficial or too costly). To address these questions, we examined indicators of scientific integration and perceptions of the benefits and costs of doing research among students who participated in remote life science URE programs in Summer 2020. We found that students experienced gains in scientific self-efficacy pre- to post-URE, similar to results reported for in-person UREs. We also found that students experienced gains in scientific identity, graduate and career intentions, and perceptions of the benefits of doing research only if they started their remote UREs at lower levels on these variables. Collectively, students did not change in their perceptions of the costs of doing research despite the challenges of working remotely. Yet students who started with low cost perceptions increased in these perceptions. These findings indicate that remote UREs can support students' self-efficacy development, but may otherwise be limited in their potential to promote scientific integration.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/93/d6/cbe-22-ar25.PMC10228262.pdf","citationCount":"2","resultStr":"{\"title\":\"Virtually the Same? Evaluating the Effectiveness of Remote Undergraduate Research Experiences.\",\"authors\":\"Riley A Hess, Olivia A Erickson, Rebecca B Cole, Jared M Isaacs, Silvia Alvarez-Clare, Jonathan Arnold, Allison Augustus-Wallace, Joseph C Ayoob, Alan Berkowitz, Janet Branchaw, Kevin R Burgio, Charles H Cannon, Ruben Michael Ceballos, C Sarah Cohen, Hilary Coller, Jane Disney, Van A Doze, Margaret J Eggers, Edwin L Ferguson, Jeffrey J Gray, Jean T Greenberg, Alexander Hoffmann, Danielle Jensen-Ryan, Robert M Kao, Alex C Keene, Johanna E Kowalko, Steven A Lopez, Camille Mathis, Mona Minkara, Courtney J Murren, Mary Jo Ondrechen, Patricia Ordoñez, Anne Osano, Elizabeth Padilla-Crespo, Soubantika Palchoudhury, Hong Qin, Juan Ramírez-Lugo, Jennifer Reithel, Colin A Shaw, Amber Smith, Rosemary J Smith, Fern Tsien, Erin L Dolan\",\"doi\":\"10.1187/cbe.22-01-0001\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>In-person undergraduate research experiences (UREs) promote students' integration into careers in life science research. In 2020, the COVID-19 pandemic prompted institutions hosting summer URE programs to offer them remotely, raising questions about whether undergraduates who participate in remote research can experience scientific integration and whether they might perceive doing research less favorably (i.e., not beneficial or too costly). To address these questions, we examined indicators of scientific integration and perceptions of the benefits and costs of doing research among students who participated in remote life science URE programs in Summer 2020. We found that students experienced gains in scientific self-efficacy pre- to post-URE, similar to results reported for in-person UREs. We also found that students experienced gains in scientific identity, graduate and career intentions, and perceptions of the benefits of doing research only if they started their remote UREs at lower levels on these variables. Collectively, students did not change in their perceptions of the costs of doing research despite the challenges of working remotely. Yet students who started with low cost perceptions increased in these perceptions. These findings indicate that remote UREs can support students' self-efficacy development, but may otherwise be limited in their potential to promote scientific integration.</p>\",\"PeriodicalId\":56321,\"journal\":{\"name\":\"Cbe-Life Sciences Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2023-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/93/d6/cbe-22-ar25.PMC10228262.pdf\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cbe-Life Sciences Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1187/cbe.22-01-0001\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cbe-Life Sciences Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1187/cbe.22-01-0001","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 2

摘要

亲身参与的本科生研究经历(URE)能促进学生融入生命科学研究事业。2020 年,COVID-19 大流行促使主办暑期URE 项目的机构远程提供这些项目,从而引发了一些问题:参与远程研究的本科生是否能体验到科学融合,以及他们是否会对从事研究的看法不佳(即无益或成本过高)。为了解决这些问题,我们考察了 2020 年暑期参加远程生命科学URE 项目的学生的科学融合指标以及对做研究的收益和成本的看法。我们发现,从参加远程寓教于乐项目前到参加远程寓教于乐项目后,学生的科学自我效能感都有所提高,这与报告的面对面寓教于乐项目的结果类似。我们还发现,只有在远程寓教于乐项目开始时这些变量的水平较低时,学生才会在科学认同感、毕业和职业意向以及对从事研究的益处的看法方面有所提高。总的来说,尽管面临远程工作的挑战,但学生们对科研成本的看法并没有改变。然而,一开始对成本认识较低的学生对这些成本的认识却有所提高。这些研究结果表明,远程寓教于乐可以帮助学生提高自我效能感,但在促进科学整合方面的潜力可能有限。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Virtually the Same? Evaluating the Effectiveness of Remote Undergraduate Research Experiences.

In-person undergraduate research experiences (UREs) promote students' integration into careers in life science research. In 2020, the COVID-19 pandemic prompted institutions hosting summer URE programs to offer them remotely, raising questions about whether undergraduates who participate in remote research can experience scientific integration and whether they might perceive doing research less favorably (i.e., not beneficial or too costly). To address these questions, we examined indicators of scientific integration and perceptions of the benefits and costs of doing research among students who participated in remote life science URE programs in Summer 2020. We found that students experienced gains in scientific self-efficacy pre- to post-URE, similar to results reported for in-person UREs. We also found that students experienced gains in scientific identity, graduate and career intentions, and perceptions of the benefits of doing research only if they started their remote UREs at lower levels on these variables. Collectively, students did not change in their perceptions of the costs of doing research despite the challenges of working remotely. Yet students who started with low cost perceptions increased in these perceptions. These findings indicate that remote UREs can support students' self-efficacy development, but may otherwise be limited in their potential to promote scientific integration.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
期刊最新文献
Disrupting the Master Narrative in Academic Biology as LGBTQ+ Ph.D. Students: Learning, Teaching, and Conducting Research. Examining How Student Identities Interact with an Immersive Field Ecology Course and its Implications for Graduate School Education. Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors. Bee The CURE: Increasing Student Science Self-Efficacy, Science Identity, and Predictors of Scientific Civic Engagement in a Community College CURE. Is Support in the Anxiety of the Beholder? How Anxiety Interacts with Perceptions of Instructor Support in Introductory Biology Classes.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1