A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data

Autor/inn/en	Brownell, Sara E.; Hekmat-Scafe, Daria S.; Singla, Veena; Seawell, Patricia Chandler; Imam, Jamie F. Conklin; Eddy, Sarah L.; Stearns, Tim; Cyert, Martha S.
Titel	A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data
Quelle	In: CBE - Life Sciences Education, 14 (2015) 2, Artikel 21 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.14-05-0092
Schlagwörter	Research Projects; Science Instruction; Science Education; College Science; Biology; Introductory Courses; Undergraduate Students; Higher Education; Experiments; Enrollment; Data Analysis; Student Attitudes; Thinking Skills; Logical Thinking; Data Interpretation; Science Curriculum; Cancer; Data Collection; Scientists; Expertise; Student Surveys; Science Tests; Interviews; Test Items; Questioning Techniques; Scientific Methodology; Likert Scales; California + Suchen Sie Ihr Suchwort? Forschungsvorhaben; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Biologie; Einführungskurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Erprobung; Einschulung; Auswertung; Schülerverhalten; Denkfähigkeit; Data evaluation; Datenauswertung; Carcinoma; Karzinom; Krebs (med); Krebserkrankung; Data capture; Datensammlung; Scientist; Wissenschaftler; Expert appraisal; Schülerbefragung; Interviewing; Interviewtechnik; Test content; Testaufgabe; Befragungstechnik; Fragetechnik; Likert-Skala; Kalifornien
Abstract	We present an innovative course-based undergraduate research experience curriculum focused on the characterization of single point mutations in p53, a tumor suppressor gene that is mutated in more than 50% of human cancers. This course is required of all introductory biology students, so all biology majors engage in a research project as part of their training. Using a set of open-ended written prompts, we found that the course shifts student conceptions of what it means to think like a scientist from novice to more expert-like. Students at the end of the course identified experimental repetition, data analysis, and collaboration as important elements of thinking like a scientist. Course exams revealed that students showed gains in their ability to analyze and interpret data. These data indicate that this course-embedded research experience has a positive impact on the development of students' conceptions and practice of scientific thinking. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01