Impacts on Student Learning, Confidence, and Affect in a Remote, Large-Enrollment, Course-Based Undergraduate Research Experience in Physics

Autor/inn/en	Werth, Alexandra; West, Colin G.; Lewandowski, H. J.
Titel	Impacts on Student Learning, Confidence, and Affect in a Remote, Large-Enrollment, Course-Based Undergraduate Research Experience in Physics
Quelle	In: Physical Review Physics Education Research, 18 (2022) 1, Artikel 010129 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Werth, Alexandra) ORCID (West, Colin G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Instruction; COVID-19; Pandemics; Introductory Courses; Undergraduate Students; Student Research; STEM Education; Laboratory Experiments; Teaching Methods; Instructional Design; Distance Education; Student Attitudes; Research Skills; Coding; Self Efficacy; Teamwork; Student Interests; Learning Processes; Learning Experience; Educational Change; Large Group Instruction; Colorado (Boulder) + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Studentenforschung; STEM; Laboratory work; Laborarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Distance study; Distance learning; Fernunterricht; Schülerverhalten; Forschungsleistung; Codierung; Programmierung; Self-efficacy; Selbstwirksamkeit; Studieninteresse; Learning process; Lernprozess; Lernerfahrung; Bildungsreform
Abstract	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 discovery. CUREs have been shown to have positive benefits similar to traditional undergraduate research experiences; however, they can reach a larger number of students and are open to all students who enroll in the course. Motivated by the need to redesign the large introductory physics lab at The University of Colorado-Boulder to be fully remote in response to the COVID-19 pandemic, we designed and implemented the first remote, large-enrollment, physics CURE. Here, we detail the motivations and the challenges when designing the course, and provide detailed descriptions of the course components. Throughout the course, we collected course artifacts and administered surveys to the students. Based on these data sources, we find that this course helped students gain research skills and coding confidence, engage in productive and enjoyable teamwork experiences, and feel motivated and interested in experimental physics research. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01