Our short‐term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10‐week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy‐value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large‐format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science.

中文翻译：

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在课堂上从事科学实践可预测大学生的STEM动机，身份和成就的增加：一项短期纵向研究

我们的短期纵向研究探索了大学生在课堂上与他们的科学成就和课程成绩相关的在课堂上进行真实科学实践的经验。此外，还测试了课堂经验（对科学家的认可和对课堂气氛的认可）以及在STEM（科学，技术，工程和数学）身份和动机方面超过10个学期的变化，以此作为中介。样本包括来自生物学入门课堂的1,079名本科生（女性65.4％，亚洲37.6％，白人30.2％，拉丁裔25.1％）。使用结构方程模型（SEM），可以在控制班级人数和GPA的同时确认我们的假设模型。进行科学实践（例如，假设或解释结果）可以积极预测学生作为科学家的感觉；并得到认可，积极地预测了课堂气氛。反过来，随着时间的推移，学生的STEM动机（期望值信念），STEM身份和STEM职业抱负也会随着感觉的认可和教室气候的增长而增加。最后，这些因素可以预测学生的课程成绩。在少数族裔（URM）学生中，作为科学家的认可和积极的课堂氛围与他们的成绩有着更密切的关系。研究结果对为什么大型课程强调学生学习科学实践的机会与STEM的积极成果有​​关系，以及为什么它们可能对URM学生特别有用的意义。实际意义包括承认来自教授，助教，