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A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
Published on: September 4, 2019
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Do We Need to Design Course-Based Undergraduate Research Experiences for Authenticity?
Susan Rowland1, Rhianna Pedwell2, Gwen Lawrie2
1School of Chemistry and Molecular Biosciences, University of Queensland, St. Lucia, Queensland 4072, Australia s.rowland1@uq.edu.au.
CBE Life Sciences Education
|December 3, 2016
Summary
Authentic science education experiences can be perceived by students even without intentional design. This challenges the necessity of continually discussing and designing authenticity in undergraduate research experiences (UREs).
Area of Science:
- Science Education
- Undergraduate Research
- STEM Pedagogy
Background:
- Growing emphasis on authentic teaching and learning in Science, Technology, Engineering, and Mathematics (STEM) to better prepare undergraduates for professional practices.
- Significant inconsistencies exist in defining and applying the concept of "authentic" science education across literature.
- Student perceptions of authenticity in educational settings are crucial but often overlooked.
Purpose of the Study:
- To present a specific definition of authenticity within the context of a large-scale undergraduate research experience (ALURE).
- To explore and compare student perceptions of authenticity against existing literature and designed curriculum intent.
- To contribute to the ongoing discourse on authenticity in science education and undergraduate research.
Main Methods:
- A meta-review of existing science education literature to identify definitions and applications of authentic science education.
- Analysis of 604 student reflections from both authentic large-scale undergraduate research experiences (ALURE) and traditional laboratory courses.
- Comparison of student-reported experiences of authenticity with the intended curriculum design and established literature definitions.
Main Results:
- The meta-review confirmed a lack of consistent definitions and applications of authentic science education.
- Student reflections revealed diverse and unexpected notions and experiences of authenticity, differing from both literature and curriculum intent.
- Authenticity was perceived by students even in educational experiences not purposefully designed for authentic practice.
Conclusions:
- Educational experiences can possess significant authenticity for participants irrespective of intentional design for authentic practice.
- The continuous focus on designing and discussing authenticity in Undergraduate Research Experiences (UREs) might be redundant.
- Findings suggest a need to re-evaluate how authenticity is understood and implemented in STEM undergraduate education.
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