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Redefining Authentic Research Experiences in Introductory Biology Laboratories and Barriers to Their Implementation

机译：重新定义生物学入门实验室的真实研究经验和实施障碍

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Incorporating authentic research experiences in introductory biology laboratory classes would greatly expand the number of students exposed to the excitement of discovery and the rigor of the scientific process. However, the essential components of an authentic research experience and the barriers to their implementation in laboratory classes are poorly defined. To guide future reform efforts in this area, we conducted a national survey of biology faculty members to determine 1) their definitions of authentic research experiences in laboratory classes, 2) the extent of authentic research experiences currently experienced in their laboratory classes, and 3) the barriers that prevent incorporation of authentic research experiences into these classes. Strikingly, the definitions of authentic research experiences differ among faculty members and tend to emphasize either the scientific process or the discovery of previously unknown data. The low level of authentic research experiences in introductory biology labs suggests that more development and support is needed to increase undergraduate exposure to research experiences. Faculty members did not cite several barriers commonly assumed to impair pedagogical reform; however, their responses suggest that expanded support for development of research experiences in laboratory classes could address the most common barrier.
机译：在入门的生物学实验室课程中纳入真实的研究经验，将极大地增加受到发现的兴奋和科学过程的严峻考验的学生人数。但是，对真实研究经验的基本组成部分以及在实验室中实施这些研究的障碍的定义不明确。为了指导未来在这一领域的改革工作，我们对生物学教职员工进行了一次全国调查，以确定1）他们对实验室课程中真实研究经验的定义，2）当前在他们实验室课程中真实体验研究的程度，以及3）阻碍将真实的研究经验纳入这些课程的障碍。令人惊讶的是，真正的研究经历的定义在教职员工之间有所不同，并且倾向于强调科学过程或发现以前未知的数据。入门生物学实验室的真实研究经验水平低，表明需要更多的发展和支持，以增加本科生对研究经验的了解。教职员工并未列举通常被认为会妨碍教学改革的障碍。但是，他们的回答表明，扩大对实验室课程研究经验发展的支持可以解决最常见的障碍。

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