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Instructional Models for Course-Based Research Experience (CRE) Teaching.

David I Hanauer1, Mark J Graham2, Rachel J Arnold3

  • 1Department of English, Indiana University of Pennsylvania, Indiana, PA 15705.

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Summary
This summary is machine-generated.

This study identifies three key instructional models for course-based research experiences (CREs) in STEM education: acting as a scientist, teaching procedural knowledge, and fostering project ownership. These models guide effective CRE implementation.

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Area of Science:

  • STEM Education
  • Undergraduate Research

Background:

  • Course-based research experiences (CREs) are increasingly adopted in STEM education due to their proven benefits.
  • Implementing CREs effectively requires understanding the underlying instructional processes.

Purpose of the Study:

  • To explicate the instructional processes involved in teaching undergraduate CREs.
  • To identify and characterize pedagogical models used in CRE instruction.

Main Methods:

  • A 3-year study surveyed 102 instructors from the SEA-PHAGES program.
  • Qualitative content analysis was used on survey data and feedback sessions.
  • Focus groups with expert CRE instructors provided further insights.

Main Results:

  • Three primary instructional models for CREs were identified: 1) being a scientist and generating data, 2) teaching procedural knowledge, and 3) fostering project ownership.
  • Specific pedagogical practices associated with each model were explicated.
  • The relationships between these practices and models were visualized.

Conclusions:

  • CRE instruction involves a complex interplay of pedagogical approaches.
  • These models offer guidance for instructors and institutions new to implementing CREs.
  • Understanding these models can enhance the effectiveness of inquiry-based learning in undergraduate science education.