检查和对比本科研究经验和实验室课程中从事的认知活动
Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses
摘要：
虽然本科生研究经验（URES）的积极成果已被广泛分类，这些成果的机制是不太了解。通过结构简单的焦点小组访谈，我们提取了学生在URES期间确定参与的认知任务。我们还使用他们的课程，特别是实验室课程的许多比较声明，以评估他们的实验物理相关的认知任务在这些环境中。我们发现，在大多数实验研究中，物理URES中始终会遇到一些认知任务。这些在实验室或讲座课程中很少遇到，有一些明显的例外。有时间进行反思、修正或修订，以及有自主感，这两个因素都被反复提到是URES带来好处的关键因素。我们还确定了在实际实验研究中遇到的任务，这些任务在URES中没有遇到。我们利用这些发现来确定更好地整合URES和实验室课程中的认知任务的机会，以及讨论存在的障碍。这项工作响应了科学教育的广泛呼吁，以更好地培养学生的科学技能和实践，以及呼吁让更多的学生接触科学研究。
英文摘要：
While the positive outcomes of undergraduate research experiences (UREs) have been extensively categorized, the mechanisms for those outcomes are less understood. Through lightly structured focus group interviews, we have extracted the cognitive tasks that students identify as engaging in during their UREs. We also use their many comparative statements about their coursework, especially lab courses, to evaluate their experimental physics-related cognitive tasks in those environments. We find there are a number of cognitive tasks consistently encountered in physics UREs that are present in most experimental research. These are seldom encountered in lab or lecture courses, with some notable exceptions. Having time to reflect and fix or revise, and having a sense of autonomy, were both repeatedly cited as key enablers of the benefits of UREs. We also identify tasks encountered in actual experimental research that are not encountered in UREs. We use these findings to identify opportunities for better integration of the cognitive tasks in UREs and lab courses, as well as discussing the barriers that exist. This work responds to extensive calls for science education to better develop students' scientific skills and practices, as well as calls to expose more students to scientific research.
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