Students' Experiences with the Science and Engineering Practices in a Workshop-Based Undergraduate Research...

Area of Science:

• Undergraduate science education research
• Science and Engineering Practices (SEPs)
• Curriculum-Undergraduate Research Experiences (CUREs)

Background:

• Investigates student experiences in workshop-based undergraduate research.
• Connects experiences to NRC's Science and Engineering Practices (SEPs) and CURE principles.
• Identifies how structured research reflects SEPs and unarticulated scientific practices.

Purpose of the Study:

• To understand student experiences in undergraduate research and poster presentations.
• To analyze the connection between these experiences and established SEPs and CURE principles.
• To highlight additional scientific practices crucial for authentic science engagement.

Main Methods:

• Phenomenographic investigation of student experiences.
• Analysis of workshop-based undergraduate research and poster presentations.
• Focus on alignment with NRC's A Framework for K-12 Science Education and CUREs.

Main Results:

• Identified future applications, failure, and creativity as essential scientific practices.
• Demonstrated meaningful learning across cognitive, psychomotor, and affective domains.
• Students valued CURE components: discovery, iteration, and collaboration.
• Poster presentations enhanced understanding, articulation, and visual communication skills.

Conclusions:

• Authentic science engagement requires practices beyond current SEPs, including creativity and handling failure.
• Structured research experiences, aligned with CUREs, foster deep learning and skill development.
• Poster presentations are effective tools for consolidating knowledge and communicating scientific findings creatively.