Authentic Scientific Research through an Undergraduate Ecology Course: Student Perspectives and Outcomes

Autor/inn/en	Burgin, Stephen R.; Siepielski, Adam M.
Titel	Authentic Scientific Research through an Undergraduate Ecology Course: Student Perspectives and Outcomes
Quelle	In: American Biology Teacher, 85 (2023) 6, S.336-342 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Scientific Research; Undergraduate Students; Ecology; Student Attitudes; Academic Achievement; Science Education; Scientific Principles; COVID-19; Pandemics; Distance Education; Authentic Learning + Suchen Sie Ihr Suchwort? Ökologie; Schülerverhalten; Schulleistung; Naturwissenschaftliche Bildung; Distance study; Distance learning; Fernunterricht
Abstract	Undergraduate science students who volunteer within a research laboratory group, or participate in funded research opportunities, in general are those who have the opportunity to engage in authentic research. In this article, we report the findings from two different iterations of a semester-long collaboration between a biology faculty member and a science education faculty member at a major research institution in the Southeastern United States. Specifically, the faculty members designed an ecology laboratory course for upper-level undergraduate students (primarily biology majors) where they would engage in an original and highly authentic ecological research project. The goal of this course was to have students explicitly learn about the nature of science (NOS), and authentic scientific practices such as inquiry and experimentation in the context of their own research. In the second year of the course, the global COVID-19 pandemic forced us to modify our approach to accomplish the same goals, but now in a remote and online format. Using questionnaires, concept inventories, and semi-structured interviews, the impact of the course on students' understandings of NOS, inquiry, and experimentation, in addition to their perspectives on the experience within the course compared to prior laboratory coursework, was investigated. We found that students showed modest gains in each of the aforementioned desirable outcomes. These gains were generally comparable in both face-to-face and remote course settings. Additionally, students shared with us their preference for authentic laboratory work as compared with the typical laboratory work with its given research question and step-by-step instructions. Our research demonstrates what is possible in both face-to-face and remote undergraduate laboratory courses in biology and the positive impact that was observed in our students. We hope it serves as a model for other scientists and science educators as they collaborate to design authentic research-based coursework for undergraduate biology students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01