Is This Science? Students' Experiences of Failure Make a Research-Based Course Feel Authentic.
CBE Life Sci Educ
; 20(1): ar10, 2021 03.
Article
em En
| MEDLINE
| ID: mdl-33600220
ABSTRACT
Course-based undergraduate research experiences (CUREs) and inquiry-based curricula both expose students to the scientific process. CUREs additionally engage students in novel and scientifically relevant research, with the intention of providing an "authentic" research experience. However, we have little understanding of which course design elements impact students' beliefs that they are experiencing "authentic" research. We designed a study to explore introductory biology students' perceptions of research authenticity in CURE and inquiry classes. Using the Laboratory Course Assessment Survey, we found that students in CURE sections perceived higher levels of authentic research elements than students in inquiry-based sections. To identify specific factors that impact perceptions of research authenticity, we administered weekly reflection questions to CURE students. Coding of reflection responses revealed that experiences of failure, iteration, using scientific practices, and the relevant discoveries in their projects enhanced students' perceived authenticity of their research experiences. Although failure and iteration can occur in both CUREs and inquiry-based curricula, our findings indicate these experiences-in conjunction with the Relevant Discovery element of a CURE-may be particularly powerful in enhancing student perceptions of research authenticity in a CURE.
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Estudantes
/
Currículo
Tipo de estudo:
Prognostic_studies
Limite:
Humans
Idioma:
En
Revista:
CBE Life Sci Educ
Assunto da revista:
CIENCIA
/
EDUCACAO
Ano de publicação:
2021
Tipo de documento:
Article