Learning science through research apprenticeships: A critical review of the literature

Abstract

Science education models for secondary and college students as well as K‐12 teachers have been dominated by classroom‐based approaches. Recently, research apprenticeships wherein learners worked with practicing scientists on authentic scientific research have become increasingly popular. The purpose of this critical review of the literature was to review and synthesize empirical studies that have explored learning outcomes associated with research apprenticeships for science learners. We reviewed 53 studies of scientific research apprenticeship experiences for secondary students, undergraduates and teachers, both pre‐service and in‐service. The review explored various learning outcomes associated with participation in research apprenticeships. These outcomes included effects of apprenticeship experiences on participant career aspirations, ideas about the nature of science (NOS), understandings of scientific content, confidence for doing science and intellectual development. The extant literature supported many of the presumed positive associations between apprenticeship experiences and desired learning outcomes, but findings related to some themes (e.g., NOS understandings) supported conflicting conclusions. Implications included importance of the length of the apprenticeship, need to explicitly place attention on desired outcomes, and engagement of participants. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:235–256, 2010

undergraduate research: an apprenticeship approach to teaching political science methods

“…A complete list of the potential benefits of undergraduate research explored by scholars such as Laursen et al (2010) Bauer andBennett (2003) and Sadler et al (2010) There is a range of risks and downsides associated with apprentice model undergraduate research. It can be very labour intensive for faculty (Winn 2005).…”

“…Second, much of the data used to analyse impact, especially longer-term impacts experienced after graduation, is based upon perceptions of impact and benefits rather than verifiable measures that are independent of the respondent. Third, since undergraduate research is to a large extent a voluntary experience for undergraduates, and more highly motivated students tend to sign up for it (Russell et al 2005: 33), there are problems of determining causality of any effects of undergraduate research --whether variables shaping the predisposition to sign up for undergraduate research is what creates its benefits (Sadler et al 2010). Third, while the impacts of undergraduate research are claimed to be long term, memories of educational experiences as an undergraduate fade quickly.…”

“…This, of course also limits the value of seeking a control group as a reasonable expectation of a response rate of around 45 respondents (it ended up above this) meant multivariate analysis would be unlikely to yield significant results. This is a common feature of evaluations of undergraduate research, of the 22 empirical studies cited in Sadler et al (2010), only six were based on samples of over 200 students/alumni.…”

“…Sadler et al's (2010) impressive and careful analysis of 22 major studies of undergraduate research (which includes a further 31 studies looking at research apprenticeships for high school students and teachers)…”

“…There are three areas in which this body of research has tended to suggest consistently positive results that can be explored here using the more limited data available in GV314 (see Sadler et al 2010;Russell et al 2005): motivation to pursue a career in science, the acquisition of skills useful in subsequent careers and generalized satisfaction with the experience of undergraduate research.…”