Authentic research in an introductory geology laboratory and student reflections: Impact on nature of science understanding and science self-efficacy

Abstract

This study examines the effects of an extended authentic research experience on students' understanding of the nature of science (NOS) and self-efficacy toward science. The curriculum of an introductory physical geology lab was transformed to include a six-week, student-driven research project focused on local groundwater and surface water issues. Students' NOS understanding was measured by using a modified version of the Student Understanding of Science and Scientific Inquiry questionnaire (n = 181) and their science self-efficacy using a modified vocational self-efficacy survey (n = 179). Data were collected on students during four semesters. We found that the combination of having students explicitly reflect on the NOS and working on a research project improves students' overall NOS understanding, and that the increase was higher for female students. We found that for non-STEM students the research project alone had a more positive effect on their NOS understanding. A research project alone did not significantly increase non-STEM students' science self-efficacy, but adding explicit NOS reflections did, and more so for female students. The self-efficacy of STEM students increased more than the one of non-STEM students if they completed both a research project and reflected on NOS concepts. This complex set of results suggests that there are multiple ways to implement an authentic research experience to increase students' NOS understanding, whereas to increase students' self-efficacy, reflections on the NOS are a good strategy, particularly for STEM students. For female students, a promising approach is designing an experiment and reflecting on the NOS.

Assessing Collaborative, Project-based Learning Models in Introductory Science Courses

“…PBL has been incorporated into a range of disciplines in post-secondary Arts and Sciences curricula (Helle, Tynjälä, and Olkinuora 2006). Examples include chemistry (Woods 1996), biology and physics (Allen, Duch, and Groh), sociology (Ross and Hurlburt 2004), and the geosciences (Moss, et al, 2018;Smith et al, 2018;Rye, et al, 2013;Kirk, 2007). 1 Problems of local significance are well-suited for PBL in the natural sciences and are widely used in curricula that employ these learning strategies (Moss, et al, 2018;Smith, et al, 2018;Rye, et al, 2013;Ebenezer, 2011;Schneider, et al, 2002).…”

Real World Scenarios in Non-Majors Biology

“…Use of reflection to enhance self-efficacy in undergraduate science students is less prevalent in the literature . However, one study found that student reflections in an introductory geology laboratory significantly increased their science self-efficacy (8).…”

Course-Based Undergraduate Research Experiences in a Chemical Engineering Laboratory Promote Consequential Agency

“…A direct relationship between students and their chosen fields has been found to foster excitement and a sense of ownership that translates to persistence in science, both in chemistry and chemical engineering. , Sometimes, CUREs are designed and implemented as a replacement for lectures . However, most CUREs are set in laboratory courses, providing students with opportunities to design experiments. ,− While many CUREs are set in upper-division courses, this is not always the case, with some implemented in general chemistry. , These hands-on authentic experiences give students a glimpse into what being a professional in their field might be like, while supporting increased science self-efficacy, including skills beyond using basic equipment . By authentic, we mean that the problems tackled have a “primary purpose and source [that is] a need, a practice, a task, a quest and a thirst existing in a context outside of schooling.”…”