High School Student Participation in Scientific Research Apprenticeships: Variation in and Relationships Among Student Experiences and Outcomes

Burgin, Stephen R.; Sadler, Troy D.; Koroly, Mary Jo

doi:10.1007/s11165-010-9205-2

Cited by 33 publications

(35 citation statements)

References 38 publications

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“…The questionnaire consisted of items from the VNOS‐D+, plus two items from the VNOS‐C, and an item from a modified version of the VNOS‐B utilized by Bell and colleagues (). We made the decision to modify the questionnaire by incorporating questions from a variety of VNOS versions due to our earlier experiences using various versions of the questionnaire (Burgin et al, ; Eastwood et al, ). We decided that items from the VNOS‐D+ were appropriate for the study but that a few additional prompts from other versions of the questionnaire could help elicit student ideas related to dimensions of NOS in which we were most interested.…”

Section: Methodsmentioning

confidence: 99%

“…While the majority of these studies indicate some positive impacts of participation in research apprenticeships on participant NOS understandings, one study indicates no such relationship (Bell et al, ). Research published since the review cited above has provided additional evidence (albeit fairly limited) for the link between participation in research apprenticeships and student understandings of social aspects of science (Cartrette & Melroe‐Lehrman, ), the tentative nature of science, and the role of creativity in science (Burgin, Sadler, & Koroly, ). Other recent literature on research apprenticeships and other undergraduate research experiences documents relationships between self‐efficacy, identity and undergraduates' desire to pursue careers in science (Adedokun, Bessenbacher, Parker, Kirkham, & Burgess, ; Robnett, Chemers, & Zurbriggen, ) and that even brief apprenticeship experiences can help high school students develop a sense of belonging within science (Burgin, McConnell, & Flowers, ).…”

Section: Research Apprenticeships As Authentic Contextsmentioning

confidence: 99%

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Learning nature of science concepts through a research apprenticeship program: A comparative study of three approaches

Burgin¹,

Sadler

2015

J Res Sci Teach

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The merits of three approaches (explicit, reflective and implicit) to Nature of Science (NOS) teaching and learning in the context of a summer research experience on high school student participants' NOS ideas were explored in this study. The effectiveness of explicit over implicit approaches has been demonstrated in school contexts, but less empirical evidence exists regarding the comparative merits of these approaches when the practices that learners engage in are highly authentic in terms of their alignment with professional science and the context where they take place. The Authentic Experiences in Science Program (AESP), a summer program at a major research university, offered a unique context for an investigation of these issues. In the AESP, high school students worked for an extended period of time in a research laboratory on an authentic research project accompanied by out-of-laboratory seminars. A modified form of the Views of Nature of Science (VNOS) Questionnaire was administered to 30 participants of the AESP at the beginning and again at the end of the program. Additionally, six participants experiencing one of the three approaches were interviewed and observed as they participated in laboratory research. Results revealed that the explicit approach was generally more influential in this context. However, some students experiencing one of the other two approaches did exhibit changes in NOS understandings, and these changes seemed to be associated with favorable dimensions of the laboratory placements. These results support the argument that engaging students in highly authentic forms of scientific and engineering practices can be influential as a context for reflecting on NOS. Our results also speak to the power of explicit approaches to NOS teaching and learning when accompanying learner involvement in highly authentic science and engineering research. # 2015

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Section: Methodsmentioning

confidence: 99%

Section: Research Apprenticeships As Authentic Contextsmentioning

confidence: 99%

Learning nature of science concepts through a research apprenticeship program: A comparative study of three approaches

Burgin¹,

Sadler

2015

J Res Sci Teach

Self Cite

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“…Theories that relate to the goals can then be used to design the CURE itself and select which constructs (i.e., latent variables) to study. For example, the extent to which students are intellectually responsible for different aspects of the research they are doing, such as asking questions, planning and carrying out investigations, and arguing from evidence – what Sadler and colleagues refer to as “epistemic involvement” – will influence their capacity to become more sophisticated science practitioners. Other CURE features such as the amount of time students dedicate to the work and the extent to which they value the research outcomes also need to be explored .…”

mentioning

confidence: 99%

Undergraduate research as curriculum

Dolan¹

2017

Biochem Molecular Bio Educ

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To date, national interests, policies, and calls for transformation of undergraduate education have been the main drivers of research integration into the undergraduate curriculum, briefly described here. The New Horizons in Biochemistry and Molecular Biology Education conference at the Weizmann Institute of Science (Israel) this fall presents an exciting opportunity to discuss integration of undergraduate research into the curriculum and other cutting-edge topics in biochemistry and molecular biology education from a cross-national perspective. I look forward to exploring prospects for international collaboration on research and development of course-based undergraduate research experiences and on STEM education in general. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):293-298, 2017.

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“…Another study evaluating a summer research program with both high school and undergraduate underrepresented minority students also found that their engagement in a real science project, along with mentoring, was associated with greater self-efficacy in conducting science and an increased confidence and motivation to become a scientist (Salto et al, 2014). A consistent finding across research is that science programs where students are engaged in working closely with scientists in real world settings can effectively improve psychosocial outcomes that are key for learning about science and seeking to pursue science college majors or careers in science (Burgin et al, 2012;Sadler et al, 2010;Salto et al, 2014).…”

Section: Introductionmentioning

confidence: 87%

“…Although more traditional curriculums in school settings may still be able to increase knowledge in an area of science, the goal to enhance students' attitudes, self-efficacy, or identity in understanding and doing science arguably requires additional activities -including hands-on tasks, mentoring, and other opportunities to engage in research with current scientists in authentic scientific/laboratory settings (Burgin et al, 2012;Sadler et al, 2010;Salto et al, 2014;White and Usher, 2015). Furthermore, knowledge and appreciation of science is enhanced when students are more fully engaged in conducting science projects with scientists who can provide mentorship and share insights from their own careers and educational journey.…”

Section: Introductionmentioning

confidence: 99%

Engaging Underrepresented Adolescents in Authentic Scientific Settings: Scientist Role Models and Improving Psychosocial Outcomes

Chávez

Race

Bowers

et al. 2019

JSTEM

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There is a critical need for more effective comprehensive programs to increase the number of underrepresented minority students pursuing scientific careers. Science education often is fragmented, delivered with single-focused approaches -traditional classroom lectures, or hands-on-activities, or conducting research. The current paper examines a comprehensive biomedical research program that integrated classroom teaching, hands-on-activities, conducting a research study, and mentoring from scientists in authentic scientific settings. We assessed short-term psychosocial outcomes and long-term academic outcomes in the participants, largely underrepresented minority high school students. The psychosocial outcomes assessed pre and post program include: knowledge of science pathways, attitudes toward science, self-efficacy in science, and scientific communication skills. Post-program results showed an increasing trend for knowledge of science pathways, attitudes toward science, and self-efficacy in science. Post-program, students also reported significant increases in feeling they had role models in science. A long-term assessment was conducted examining participating students' college attendance and majoring in a STEM field. The long-term assessment showed that 77% of students were attending college, 79% were majoring in STEM, and 75% were planning to pursue additional higher education. Findings provide evidence for the short-term and long-term benefits of a comprehensive biomedical research program conducted in an authentic scientific setting.

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High School Student Participation in Scientific Research Apprenticeships: Variation in and Relationships Among Student Experiences and Outcomes

Cited by 33 publications

References 38 publications

Learning nature of science concepts through a research apprenticeship program: A comparative study of three approaches

Learning nature of science concepts through a research apprenticeship program: A comparative study of three approaches

Undergraduate research as curriculum

Engaging Underrepresented Adolescents in Authentic Scientific Settings: Scientist Role Models and Improving Psychosocial Outcomes

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