标题： 学生对多周最终项目的掌控和理解 显示英文标题

标题： Student ownership and understanding of multi-week final projects

摘要： 通过让学生参与为期数周的最终项目，可以满足将实验室课程转变为更以发现为基础的全国性呼吁。 这种方法的一个可能结果是学生可能会对自己的项目产生归属感。 我们将归属感定义为学生和他们的项目之间的动态关系，这种关系由三种随项目三个阶段演变的学生-项目互动构成。 学生-项目互动包括学生对项目的贡献、对项目的感情反应以及对项目的新的理解。 阶段包括选择主题和团队、进行研究以及创建和展示项目结束时的成果。 基于一项多年多机构研究中收集的学生访谈，本文将详细阐述学生在不同项目阶段对项目的新知识的演变。 在整个工作中，我们将比较学生在实验室课程中做项目时表现出的归属感与园丁在照料社区花园中的地块时所感受到的归属感。 最后，我们为希望在其实验室课程中培养项目归属感的教师提出建议。 显示英文摘要

摘要： National calls to transform laboratory courses by making them more discovery-based can be met by engaging students in multi-week final projects. One plausible outcome of this approach is that students may feel ownership of their projects. We define ownership as a dynamic relationship between students and their projects characterized by three student-project interactions that evolve over three project phases. Student-project interactions include students' contributions to, emotional responses to, and new understanding of the project. Phases include choosing the topic and team, carrying out the research, and creating and presenting end-of-project deliverables. Drawing on interviews with students collected as part of a multi-year, multi-institutional study, this paper will elaborate on the evolution of students' own new knowledge about the project across different project phases. Throughout our work, we compare the type of ownership that manifests when students work on projects in a lab course to the type of ownership gardeners feel when tending to plots in a community garden. We end with recommendations for instructors wishing to foster project ownership in their lab courses.