Assessing Student Engagement with Teamwork in an Online, Large-Enrollment Course-Based Undergraduate Research Experience in Physics

Autor/inn/en	Werth, Alexandra; Oliver, Kristin; West, Colin G.; Lewandowski, H. J.
Titel	Assessing Student Engagement with Teamwork in an Online, Large-Enrollment Course-Based Undergraduate Research Experience in Physics
Quelle	In: Physical Review Physics Education Research, 18 (2022) 2, Artikel 020128 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Werth, Alexandra) ORCID (Oliver, Kristin) ORCID (Lewandowski, H. J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Undergraduate Students; Student Research; Teamwork; Science Instruction; Physics; Cooperative Learning; Science Laboratories; Student Attitudes; Goal Orientation; Prior Learning; Power Structure; Barriers; Colorado (Boulder) + Suchen Sie Ihr Suchwort? Studentenforschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Kooperatives Lernen; Schülerverhalten; Zielorientierung; Zielvorstellung; Vorkenntnisse
Abstract	[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] Over the last decade, course-based undergraduate research experiences (CUREs) have been recognized as a way to improve undergraduate science, technology, engineering, and mathematics education by engaging students in authentic research practices. One of these authentic practices is participating in teamwork and collaboration, which is increasingly considered to be an important component of undergraduate research experiences and laboratory classes. For example, the American Association of Physics Teachers Recommendations for the Undergraduate Physics Laboratory Curriculum suggest that one of the goals for students in physics labs should be to develop "interpersonal communication skills" through "teamwork and collaboration." Teamwork can have tremendous benefits for students, including increased motivation, creativity, and reflection; however, it can also pose an array of new social and environmental challenges, such as differing styles of communication, levels of commitment, and understanding of concepts. It can also be difficult for lab course instructors to evaluate and assess. In this work, we study student teamwork in a large-enrollment physics CURE. The CURE was specifically designed to emphasize teamwork as a scientific practice. We use the two sources of data, the adaptive instrument for regulation of emotions questionnaire and students' written memos to future researchers, to measure the students' teamwork goals, challenges, self, co-, and socially shared regulations, and perceived goal attainment. We find that students overwhelmingly achieved their teamwork goals by overcoming obstacles using primarily socially shared regulatory strategies, and that the vast majority of students felt teamwork was an essential part of their research experience. We discuss implications for the design of future CUREs and lab courses and for lab instructors desiring to assess teamwork in their own courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01