发表机构
University of North Carolina at Charlotte（北卡罗来纳大学夏洛特分校）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究通过三个学期生物信息学与基因组学CURE的纵向定性数据，发现GenAI可从三方面拓展CURE的智力范围，同时保留人类判断的核心作用。
AI 中文摘要
基于课程的本科研究经历（CUREs）通过提供响应式的教师支持，让学生在研究问题日益复杂的情况下，获得更多开展真实科学探究的机会。生成式人工智能（GenAI）可提供个性化帮助，且能随学生需求变化调整，从而进一步拓展这种支持。然而，将GenAI融入CURE以在整个研究过程中提供支持，会对学生的探究、协作和科学推理产生何种影响，目前尚未明确。本研究通过收集三个学期生物信息学与基因组学CURE的纵向定性数据，发现GenAI从三个方面拓展了研究经历的智力范围：其一，个性化的按需支架式指导让学生突破教师专业知识的边界，将自身兴趣转化为可探究的研究问题，所有团队均开发出自主导向的不同项目，而非选择教师提供的主题；其二，GenAI成为研究团队分布式认知系统的一部分，帮助新手研究者在不同专业领域间沟通与协作，同时未削弱专业化；其三，能力的拓展并未替代对学科判断的需求，学生越来越多地对AI生成的内容进行验证、修正或拒绝，从而在保留智力责任的过程中形成研究独立性。综上，这些发现表明，GenAI可通过拓展新手研究者可探究的内容、协作方式以及可承担的责任水平，同时保留真实科学探究核心的人类判断，来拓展CURE的范围。
英文摘要
Course-based undergraduate research experiences (CUREs) broaden access to authentic scientific inquiry through responsive instructor support as research problems become increasingly complex. Generative artificial intelligence (GenAI) may extend this support by providing individualized assistance that can adapt as student needs change. However, how embedding GenAI within a CURE to provide support across the research process impacts student inquiry, collaboration, and scientific reasoning remains unresolved. Here we use longitudinal qualitative data collected across three semesters of a bioinformatics and genomics CURE to show that GenAI expanded the intellectual reach of the research experience in three distinct ways. First, personalized, on-demand scaffolding allowed students to move beyond the boundaries of instructor expertise and transform their own interests into researchable inquiry, with all teams developing distinct self-directed projects rather than selecting instructor-provided topics. Second, GenAI became part of the distributed cognitive system of research teams, helping novice researchers communicate and coordinate across differentiated expertise without eliminating specialization. Third, expanded capability did not replace the need for disciplinary judgment. Students increasingly validated, revised, or rejected AI-generated contributions, such that research independence emerged through retained intellectual responsibility. Together, these findings suggest that GenAI can extend the reach of CUREs by expanding what novice researchers can investigate, how they can collaborate, and the level of responsibility they can assume while preserving human judgment central to authentic scientific inquiry.
