Table 3.
Evaluation by students and instructors over CUREs project.
| Group 1 | Group 2 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Undergraduate students | Instructors | Undergraduate students | Instructors | |||||||
| Target | S1 | S2 | S5 | S6 | C1, C2, T1 | S3 | S4 | S7 | S8 | C3, T2 |
| CURE#1 | ||||||||||
| HS | Reference review | Reference review | Reference review | Reference review | Teach reviewing skills | Reference review | Reference review | Reference review | Reference review | Teach reviewing skills |
| E | 2 | 2 | 3 | 2 | 3 | 1 | 3 | 3 | ||
| SS | Self-study and efficacy | |||||||||
| E | 2 | 2 | 3 | 2 | 3 | 2 | 3 | 3 | ||
| HS | Report literature summary | Proposed experimental hypotheses | Report literature summary | Proposed experimental hypotheses | Ensure experimental strategies technically feasible | Report literature summary | Proposed experimental hypotheses | Proposed experimental hypotheses | Report literature summary | Organize and summarize conference |
| E | 3 | 3 | 2 | 2 | 2 | 3 | 2 | 3 | ||
| SS | Expression capability, and professional research communication skills | |||||||||
| E | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 3 | ||
| HS | Design Flow chart step 1–5 | Design Flow chart step 1–5 | Design Flow chart step 1–5 | Design Flow chart step 1–5 | Modify flow chart | Design Flow chart step 1–5 | Design Flow chart step 6–10 | Design Flow chart step 6–10 | Design Flow chart step 6–10 | Modify flow chart |
| E | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | ||
| CURE#2 | ||||||||||
| HS | Collect sample, Analysis results | Analysis results | Collect sample, Analysis results | Analysis results | Verify data | Analysis results | Collect sample, Analysis results | Analysis results | Collect sample, Analysis results | Verify data |
| E | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | ||
| HS | Flow chart step 1–5; Reference, find solution | Flow chart step 1–5; Reference, find solution | Flow chart step 1–5; Reference, find solution | Flow chart step 1–5; Reference, find solution | Direct experiment step by step, reduce technological barriers | Reference, find solution; Flow chart step 6–10 | Reference, find solution; Flow chart step 6–10 | Reference, find solution; Flow chart step 6–10 | Reference, find solution; Flow chart step 6–10 | Direct experiment step by step reduce technological barriers |
| E | 2 | 1 | 2 | 2 | 2 | 3 | 2 | 2 | ||
| SS | Motivation and ownership | |||||||||
| E | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | ||
| SS | Overcome failure, benefit persistence and patience | |||||||||
| E | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 2 | ||
| SS | Professional science identity, competence, and confidence in collaboration | |||||||||
| E | 3 | 2 | 3 | 3 | 2 | 3 | 3 | 3 | ||
| SS | Spirit of rigorous and carefulness | |||||||||
| E | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | ||
| CURE#3 | ||||||||||
| HS | Taxonomy and OUT analysis | Taxonomy and OUT analysis | Taxonomy and OUT analysis | Taxonomy and OUT analysis | Guidance on data analysis and statistical figure | COG functional distribution and species classification | COG functional distribution and species classification | COG functional distribution and species classification | COG functional distribution and species classification | Guidance on data analysis and statistical figure |
| E | 2 | 1 | 2 | 2 | 1 | 2 | 2 | 3 | ||
| HS | Statistical analysis with SPSS and Prism | Statistical analysis with SPSS and Prism | Statistical analysis with SPSS and Prism | Statistical analysis with SPSS and Prism | Encourage drafting emails | Statistical analysis with SPSS and Prism | Statistical analysis with SPSS and Prism | Statistical analysis with SPSS and Prism | Statistical analysis with SPSS and Prism | Help them overcome barrier of shy |
| E | 2 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | ||
| SS | Obtain authorship, independent and logical thinking capability | |||||||||
| HS | Write search reports | Write search reports | Write search reports | Write search reports | Write search reports | Write search reports | Write search reports | Write search reports | ||
| E | 2 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | ||
| SS | Achieve summarizing ability and confidence enhancement | |||||||||
| E | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | ||
HS, hard skills.
S, soft skills.
E, evaluation, marked with self-evaluation score: Greatly improved: 3; Better improved: 2; General improved: 1; No improve: 0.