Is Science Identity a Predictor or an Outcome of Learning Research Skills? Analyses of Evaluation Data from a Training Program to Enhance Research Career Preparation of Diverse Undergraduate Students

Autor/inn/en	Masunaga, Hiromi; Chun, Chi-Ah; Vu, Kim-Phuong L.
Titel	Is Science Identity a Predictor or an Outcome of Learning Research Skills? Analyses of Evaluation Data from a Training Program to Enhance Research Career Preparation of Diverse Undergraduate Students
Quelle	In: International Journal of Research in Education and Science, 9 (2023) 2, S.266-282 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Masunaga, Hiromi) ORCID (Chun, Chi-Ah) ORCID (Vu, Kim-Phuong L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Undergraduate Students; Student Diversity; Science Education; Scientific Research; Student Research; Self Concept; Research Skills; Skill Development; Career Readiness; Training; Student Attitudes; Learning; Disproportionate Representation + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Studentenforschung; Selbstkonzept; Forschungsleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausbildung; Schülerverhalten; Lernen
Abstract	This study examined the role of science identity in a two-year upper-division research training program that prepares diverse undergraduate students for a research career. Using the annual year-end student evaluation data, we examined whether science identity is a predictor or an outcome of learning that enhances career preparation in biomedical research. Results showed that science identity is a predictor of learning in our trainees. In general, students with stronger science identity at the end of Year 2 reported having acquired more research skills and experiences through the program. This finding demonstrates that science identity makes learning research skills meaningful and purposeful. Preliminary analyses also showed that the levels of science identity did not differ between Years 1 and 2. In fact, science identity approached the maximum possible scores in both years. These findings imply that the training program could have succeeded in bolstering participants' science identity early by the end of the first year. Our findings do not rule out the possibility that science identity is both a predictor and an outcome of learning, depending on the specific contexts of learning as well as learners' specific developmental phases. Further studies are needed to systematically test these and other possibilities. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01