面向光伏的物理课程本科研究体验的设计与初步评估
Design and Initial Evaluation of a Photovoltaics-focused Course-based Undergraduate Research Experience in Physics
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中文总结 AI 辅助
本文介绍科罗拉多大学博尔德分校物理实验课中光伏主题的CURE设计，通过反思分析发现学生体验涵盖五个CURE成分，强调协作、相关性与科学实践，为物理CURE实施提供模型。
中文摘要 AI 辅助
传统物理实验课程通常侧重于结果已知的实验，限制了学生参与真实科学实践的深度。基于课程的本科研究体验（CUREs）让学生参与结果未知的真实研究，已被证明能促进积极的学生成果，如增强自我效能感、坚持性和科学实践参与度。然而，物理学中针对具体学科的CURE研究仍然有限。我们描述了科罗拉多大学博尔德分校二年级本科物理实验课程中一个以光伏为重点的CURE的开发、结构和初步实施情况。为了考察学生的课程体验，我们使用五个CURE组成部分（即科学实践、发现、相关性、协作和迭代）以及既定的研究真实性维度作为分析框架，分析了期末反思作业。学生描述了与所有五个CURE组成部分相关的体验，其中协作、相关性和科学实践在反思中最为突出。学生还将真实研究视为有意义的科学贡献、参与真实科学实践以及应对研究中固有的不确定性和挫折，尽管较少有人明确将自己视为研究者或科学家。部分学生还将该课程与他们近期对未来学术和职业路径的思考联系起来。这项工作既为在实验物理实验课程中实施CURE提供了学科特定模型，也深入揭示了学生在此课程背景下如何理解和体验真实研究。
英文摘要
Traditional physics laboratory courses often focus on experiments with well-known results, limiting students' engagement in authentic scientific practices. Course-based undergraduate research experiences (CUREs), where students engage in real research with unknown outcomes, have been shown to support positive student outcomes, such as increased self-efficacy, persistence, and engagement in scientific practices. However, discipline-specific studies of CUREs in physics remain limited. We describe the development, structure, and initial implementation of a photovoltaics-focused CURE in a second-year undergraduate physics laboratory course at the University of Colorado Boulder. To examine how students experienced the course, we analyzed end-of-semester reflection assignments using the five CURE components (i.e., scientific practices, discovery, relevance, collaboration, and iteration), as well as established dimensions of research authenticity, as analytic frameworks. Students described experiences associated with all five CURE components, with collaboration, relevance, and scientific practices appearing most prominently in their reflections. Students also associated authentic research with meaningful scientific contribution, engagement in authentic scientific practices, and navigating the uncertainty and setbacks inherent in research, although fewer explicitly identified themselves as researchers or scientists. A subset of students additionally connected the course to their immediate thinking about future academic and professional pathways. This work contributes both a discipline-specific model for implementing CUREs in experimental physics laboratory courses and provides insight into how students interpret and experience authentic research within this course context.
发表机构
- University of Colorado Boulder（科罗拉多大学博尔德分校）
- JILA, National Institute of Standards and Technology and the University of Colorado（JILA，美国国家标准与技术研究院与科罗拉多大学）
机构由 AI 辅助整理，请以论文原文为准。
