Original Undergraduate Research in Classroom Contexts: Student Perceptions of a Scaffolded Approach

Abstract

This article describes a model for supporting undergraduate research that can be adapted for very different classroom contexts; we implemented this model in a first-year general education composition class, a second-year Psychology class and a fourth-year English literature seminar. We examine student work created for each class as well as reflections and interviews to explore student attitudes towards and perceptions of research. While the scaffolded approach had an impact on students' understanding of the research process, the effects did not vary significantly by level and context as we had expected.

Chapter 6. Confronting Failure by Facilitating Transfer: Mentoring Undergraduate Research in Literary Studies with an Understanding-by-Design Framework

“…It is important to note that the iterative process of database searching can still lead to failure if students do not keep discipline-specific concepts of source use in mind, but students need to experiment with their topic and their searches for a while so that they can experience and make use of the recursivity of the process. Here, to combat the common misconception some students have about the amount of time a project could require from start to finish (Manarin, McGrath, and Carey 2016), a mentor can emphasize productive recursivity and deep planning by drawing on the advice of composition theorist Donald Murray (1972Murray ( /2003) that the prewriting stage should take up about 85 percent of a writer's project time. Therefore, it can be helpful to give students several weeks to compile and create an annotated bibliography, which leaves them ample room to hit dead ends, lament, reorient, reconceive, re-search, and meet with mentors or librarians if they wish.…”

Bilgi Arama Süreci Tutum Ölçeği (BASTÖ): Güvenirlik ve Geçerlik Çalışması

“…They need to become lifelong learners, that they gain high order information seeking (IS). IS includes skills such as being aware of their information needs, finding, analyzing, synthesizing the information they need, writing in line with the scientific and ethical principles and presenting what they write in various settings, critical thinking and problem solving (Bentley, Robinson, & Ruscitti, 2015;Çakmak, 2016;FitzGerald, 2016;Manarin, McGrath, & Carey, 2016). However, for most undergraduate students, information seeking is a quite complicated and challenging process.…”