文章基本信息

标题：Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic Research-Based Science Program
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作者：Hagar I. Labouta ; Natasha A. Kenny ; Patti Dyjur 等
期刊名称：Canadian Journal for the Scholarship of Teaching and Learning
电子版ISSN：1918-2902
出版年度：2019
卷号：10
期号：3
页码：1-10
DOI：10.5206/cjsotl-rcacea.2019.3.9462
出版社：Society for Teaching and Learning in Higher Education
摘要：This study investigates the intended, enacted, and perceived curriculum in an authentic research-based science program using curriculum mapping as a tool for analysis. The main research inquiry guiding this study is: How do the students’ perceptions on their achieved learning outcomes in an authentic research-based learning environment align with the intended and enacted outcomes? A mixed method approach was adopted, where the program and its core-courses were mapped from different perspectives. Data on the learning outcomes and perceptions of students learning were collected through questionnaires, focus groups, and interviews from multiple perspectives. Results of the curriculum mapping showed consistency and cogency of program and course-level learning outcomes. Students’ perceptions of their authentic research experiences were well-aligned with the intended and enacted learning outcomes. The results of this study could be used to help other programs implement similar curriculum review approaches in their context.
其他关键词：undergraduate research, authentic science research, learning science by doing science, studentcentered curriculum mapping, curriculum review; recherche au niveau du premier cycle, recherche scientifique authentique, apprendre les sciences en faisant des sciences, cartographie de programmes d’études centrée sur l’étudiant, révision de programmes d’études