Improving critical thinking via authenticity: the CASPiE research experience in a military academy chemistry course

Abstract

Course-based undergraduate research experiences (CUREs) can introduce many students to authentic research activities in a cost-effective manner. Past studies have shown that students who participated in CUREs report greater interest in chemistry, better data collection and analysis skills, and enhanced scientific reasoning compared to traditional laboratory activities. Though self-reports are informative, performance measures are needed to evaluate CURE effectiveness objectively. The present study examines whether a CURE implementation at the United States Military Academy (by the Center for Authentic Science Practice in Education [CASPiE]) affects students' self-reported perceptions or critical thinking test scores. Students reported significant increases in their perceptions of learning through the laboratory, authentic scientific laboratory practices and interest in chemistry when compared to previous chemistry courses with traditional laboratory activities. Results also showed a significant increase in critical thinking scores, moderated by student perception of the authenticity of the laboratory activities.

Effectiveness of authentic performance tasks: The case of a special education course

“…In addition, they acquired and improved their skills of collaborating, conducting interviews and blogging, and learned sign language. Chase et al (2017) also conclude in their studies that courses based on research experience improve participants' data collection, analytical skills as well as scientific thinking and critical thinking skills. Moore (2012) and Mordacq et al (2017) point out that similar processes enable student teachers to develop their scientific inquiry skills by thinking like scientists.…”

“…This is possible if teacher educators design their lessons in a format largely based on research experience. In this way, they can turn their lessons into authentic learning activities (Chase et al, 2017). Within this context, it is advised that teachers or student teachers should design authentic tasks (Robertson, 2016) and problem-based learning activities covering real life situations (Barron & Wells, 2013).…”

Course-Based Undergraduate Research Experience: Music Education and Music Therapy Student Outcomes

“…Similarly, students in science fields found reward from participating in "real-world" research and investigating authentic research questions (Cuthbert et al, 2012). They improved in the understanding of course material and how research could improve practice (Chase et al, 2017;Olimpo et al, 2016), increased their research literacy skills (Cuthbert et al, 2012), gained research process understanding (Harrison et al, 2011), and became critical data users (Elwood, 2009). Improved outcomes in research skills are considered "building blocks" that lead to long-term outcomes in the field (Auchincloss et al, 2014).…”

Measuring integrated understanding of undergraduate chemistry research experiences: assessing oral and written research artifacts

“…Those course-based undergraduate research experiences (CUREs) that have been developed in chemistry allow students to develop self-confidence and project ownership, as well as contributing to novel research in chemistry (Kerr and Yan, 2016;Ghanem et al, 2018;Cruz et al, 2020). Additionally, students who complete these courses believe that they have learned more chemistry content than they would have in traditional lecture and laboratory courses (Chase et al, 2017). These research-based courses support student interest in chemistry, as students find them to be more enjoyable than ''cookbook'' laboratories with predetermined project outcomes (Clark et al, 2016;Mutambuki et al, 2019;Muna, 2021).…”