Describing Changes in Undergraduate Students’ Preconceptions of Research Activities

Cartrette, David P.; Melroe-Lehrman, Bethany M.

doi:10.1007/s11165-011-9235-4

Cited by 37 publications

(27 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the other hand, the realization of the difficulty of designing and conducting independent research intimidated many of the students, especially females. Similar results were observed in REUs because students gained a clearer perception of graduate school expectations following participation in undergraduate research experiences (Russell et al , Cartrette and Melroe‐Lehrman ).…”

Section: Discussionsupporting

confidence: 77%

Effects of course‐based undergraduate research experiences (CURE) on wildlife students

et al. 2017

View full text Add to dashboard Cite

A new movement to develop course-based undergraduate research experiences (CURE) is emerging, although the benefits of such programs have not yet been fully evaluated. We examined effects of a field-based CURE project on science attitudes, career choice, and perceived knowledge of undergraduate wildlife students (n ¼ 32) at the University of Wyoming in 2012. In this project, junior and senior students gained practical experience, used their own data to learn various modeling approaches, and disseminated results orally and in written form. We used a mixed-method study with pre-and postactivity surveys and focus group interviews to evaluate the change in student perceptions. Our results illustrate that participation in the CURE project resulted in benefits similar to those reported from traditional undergraduate research experience programs. Participants reported increased understanding of the scientific method, clarification of their career choices, and greater confidence in their perceived knowledge of science. These changes were more pronounced among male participants. Concurrently students gained valuable skills that are required by practicing wildlife biologists. Based on these results it appears that adoption of CURE projects in similar natural resources programs could provide a large number of undergraduate students with equivalent opportunities to those currently experienced by a select few through traditional undergraduate research experience programs. Ó 2017 The Wildlife Society.

show abstract

Section: Discussionsupporting

confidence: 77%

Effects of course‐based undergraduate research experiences (CURE) on wildlife students

et al. 2017

View full text Add to dashboard Cite

show abstract

“…In light of a recent focus on how CUREs are evaluated (versus the claims made about their efficacy), now is an opportune moment to clarify the notion of authenticity (Linn et al ., 2015). Second, when undergraduate students complete a learning experience that is billed as “authentic,” their views of “real” science and research will be impacted (Cartrette and Melroe-Lehrman, 2012; Gardner et al ., 2015; Linn et al ., 2015). It is important that when we use the word “authentic” we do not give students a false expectation about the practices of scientists and scientific researchers.…”

Section: Theoretical Framework: Literature Definitions Of Authenticitymentioning

confidence: 99%

Do We Need to Design Course-Based Undergraduate Research Experiences for Authenticity?

Rowland

Pedwell

Lawrie

et al. 2016

LSE

View full text Add to dashboard Cite

show abstract

“…In another study, students shifted from viewing science as a stepwise linear progression to seeing science as messy and involving iteration (11). Examination of the interviews or journals suggests that motivating students to articulate their views about the nature of science and talk or write about their experiences helps them reflect on their experiences, consistent with the knowledge integration framework (see Fig.…”

Section: Communicating the Nature Of Sciencementioning

confidence: 83%

Undergraduate research experiences: Impacts and opportunities

Linn

Palmer

Baranger

et al. 2015

Science

628

604

View full text Add to dashboard Cite

Most undergraduates give high ratings to research experiences. Studies report that these experiences improve participation and persistence, often by strengthening students' views of themselves as scientists. Yet, the evidence for these claims is weak. More than half the 60 studies reviewed rely on self-report surveys or interviews. Rather than introducing new images of science, research experiences may reinforce flawed images especially of research practices and conceptual understanding. The most convincing studies show benefits for mentoring and for communicating the nature of science, but the ideas that students learn are often isolated or fragmented rather than integrated and coherent. Rigorous research is needed to identify ways to design research experiences so that they promote integrated understanding. These studies need powerful and generalizable assessments that can document student progress, help distinguish effective and ineffective aspects of the experiences, and illustrate how students interpret the research experiences they encounter. To create research experiences that meet the needs of interested students and make effective use of scarce resources, we encourage systematic, iterative studies with multiple indicators of success.

show abstract

Describing Changes in Undergraduate Students’ Preconceptions of Research Activities

Cited by 37 publications

References 39 publications

Effects of course‐based undergraduate research experiences (CURE) on wildlife students

Effects of course‐based undergraduate research experiences (CURE) on wildlife students

Do We Need to Design Course-Based Undergraduate Research Experiences for Authenticity?

Undergraduate research experiences: Impacts and opportunities

Contact Info

Product

Resources

About