Does Exposure to Research Experiences Have Different Learning Outcomes than Prior Exposure to Lab Techniques in Non-Research Settings?

Autor/inn/en	Beheshtian, Cheyenne; Garcia, Vanessa Elena; Zhu-Hui Ng, Tiffany; Alkhatib, Sarah; Quang, Erica; Cho, Kira Jinju; Nguyen, Timothy Duy; Le, Dustin Nguyen; Kadandale, Pavan
Titel	Does Exposure to Research Experiences Have Different Learning Outcomes than Prior Exposure to Lab Techniques in Non-Research Settings?
Quelle	In: Biochemistry and Molecular Biology Education, 51 (2023) 2, S.180-188 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kadandale, Pavan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21707
Schlagwörter	Undergraduate Students; Student Research; Research Training; Laboratory Experiments; Outcomes of Education; Biology; Science Instruction; Educational Benefits; Lecture Method; Science Achievement; Laboratory Procedures; Familiarity; Prior Learning + Suchen Sie Ihr Suchwort? Studentenforschung; Laboratory work; Laborarbeit; Lernleistung; Schulerfolg; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsertrag; Laboruntersuchung; Vorkenntnisse
Abstract	A large body of literature has established the benefits of undergraduate research experiences via the traditional apprenticeship model. More recently, several studies have shown that many of these benefits can be recapitulated in course-based undergraduate research experiences (CUREs) that are more scalable and easier for students to participate in, compared to the apprenticeship-based research experiences. Many Biology curricula also incorporate more traditional laboratory courses, where students learn to use common laboratory techniques through guided exercises with known outcomes. Indeed, many programs across the nation provide such programs or courses for students early in their careers, with a view toward increasing student interest and engagement in Biology. While there is general consensus that all lab experiences have some benefits for students, very few studies have examined whether either research experiences or learning biological techniques in more traditional lab courses directly impacts student performance in lecture courses. Here, we show that prior familiarity with laboratory techniques does not improve student performance in a lecture course, even if these techniques are directly related to content being taught in the course. However, having prior research experience improves performance in the course, irrespective of whether the research experience included the use of course-related laboratory techniques. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01