A Crash Course in Undergraduate Research

Autor/inn/en	Marrero, Meghan E.; Riccio, Jessica F.; Ben-Jacob, Marion; Canger, Anthony; Maliti, Charles
Titel	A Crash Course in Undergraduate Research
Quelle	In: Journal of College Science Teaching, 46 (2017) 5, S.26-31 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
DOI	10.2505/4/jcst17_046_05_26
Schlagwörter	Undergraduate Students; Student Research; Student Projects; Minority Group Students; Student Participation; STEM Education; Scientific Research; Scientific Methodology; Scaffolding (Teaching Technique); Science Activities; Science Process Skills; Teaching Methods; Instructional Effectiveness; Qualitative Research; Statistical Analysis; New York + Suchen Sie Ihr Suchwort? Studentenforschung; Schulprojekt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Qualitative Forschung; Statistische Analyse
Abstract	Broadening participation in science, technology, engineering, and mathematics (STEM) careers requires that underrepresented students, including women and minorities, persist in their studies and complete undergraduate and graduate degrees. Studies have shown that engaging students in undergraduate research and improving students' science identities will increase minority students' chances of completing their degrees and pursuing graduate studies. This article describes a beginner-level undergraduate research program that introduced diverse students to scientific research and scaffolded their experiences by providing intensive supports throughout the research process. For instance, students engaged in practice activities before working in the field and received extensive mentoring and feedback as they developed their research questions and collected and analyzed data. On the basis of qualitative evaluation data, the program resulted in changes in students' ideas to more positive views about engaging in science research and seeing themselves as capable researchers. This program can be a model for future beginning research programs and can pave the way for increasing the number of students from underrepresented groups pursuing careers in the STEM fields. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01