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Tytuł pozycji:

College Student Meaning Making and Interest Maintenance During COVID-19: From Course-Based Undergraduate Research Experiences (CUREs) to Science Learning Being Off-Campus and Online

Tytuł:
College Student Meaning Making and Interest Maintenance During COVID-19: From Course-Based Undergraduate Research Experiences (CUREs) to Science Learning Being Off-Campus and Online
Autorzy:
Cong Wang
Melanie Bauer
Alita R. Burmeister
David I. Hanauer
Mark J. Graham
Temat:
COVID-19
course-based undergraduate research experience (CURE)
meaning making
interest
higher education
Education (General)
L7-991
Źródło:
Frontiers in Education, Vol 5 (2020)
Wydawca:
Frontiers Media S.A., 2020.
Rok publikacji:
2020
Kolekcja:
LCC:Education (General)
Typ dokumentu:
article
Opis pliku:
electronic resource
Język:
English
ISSN:
2504-284X
Relacje:
https://www.frontiersin.org/articles/10.3389/feduc.2020.590738/full; https://doaj.org/toc/2504-284X
DOI:
10.3389/feduc.2020.590738
Dostęp URL:
https://doaj.org/article/d820fbfe79fd4d4a81325ac37d2bd7a0  Link otwiera się w nowym oknie
Numer akcesji:
edsdoj.820fbfe79fd4d4a81325ac37d2bd7a0
Czasopismo naukowe
In response to the outbreak of COVID-19 the national landscape of higher education changed quickly and dramatically to move “online” in the Spring semester of 2020. While distressing to both faculty and students, it presents a unique opportunity to explore how students responded to this unexpected and challenging learning situation. In four undergraduate STEM courses that incorporated course-based undergraduate research experiences (CUREs)—which are often focused on discovery learning and laboratory research—we had an existing study in progress to track students' interest development at five time points over the Spring 2020 semester. Via this ongoing study we were able to investigate how students stay engaged in their college science courses when facing unexpected challenges and obstacles to their learning. Longitudinal survey data from 41 students in these CURE courses demonstrated that students' situational interest dropped significantly when their CURE courses unexpectedly shifted from hands-on, discovery-based, and laboratory-based instruction to online instruction. Although we observed a dramatic decline in student interest in general after the CURE courses moved fully online, the decline rates varied across students. Students who were able to make meaningful connections between the learning activities and their personal or career goals were more likely to maintain a higher level of interest in the course. Implications for practice are discussed.

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