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Related Concept Videos

Case Studies01:22

Case Studies

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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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Theory of Attribution II: Kelley's Covariation Theory01:29

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Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus:...
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Surveys02:16

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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Social Loafing01:37

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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Hindsight Biases01:12

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Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now? 
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Comparing Experimental Results: Student's t-Test01:09

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The t-test is a statistical method used to compare the sample mean with a population mean or compare two means from two data sets. The test statistic is calculated from the standard deviation, mean, and number of measurements in the data set at a selected confidence interval and then compared to a table of critical values at this confidence level. If the test statistic is smaller than the critical value, the null hypothesis is accepted. In this case, we state that the difference between the...
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  3. Research Domains
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  9. Learning Sciences
  11. What Student Struggles Do Instructors See? Teacher Knowledge Of Students In Course-based Undergraduate Research Experiences.
  1. Home
  3. Research Domains
  5. Education
  7. Specialist Studies In Education
  9. Learning Sciences
  11. What Student Struggles Do Instructors See? Teacher Knowledge Of Students In Course-based Undergraduate Research Experiences.

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What Student Struggles do Instructors see? Teacher Knowledge of Students in Course-Based Undergraduate Research Experiences.

Alexandra C Cooper1,2, Marie D Delcy1, Erin L Dolan1

  • 1Department of Biochemistry and Molecular Biology, University of Georgia, Athens, GA, USA, 30602.

CBE Life Sciences Education
|January 13, 2026

View abstract on PubMed

Summary
This summary is machine-generated.

Effective teaching in course-based undergraduate research experiences (CUREs) requires instructors to understand student challenges. Instructors gain knowledge by noticing student difficulties with the nature of science and research practices.

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Area of Science:

  • Science Education
  • Undergraduate Research

Background:

  • Course-based undergraduate research experiences (CUREs) enhance student engagement in scientific practices and research.
  • Effective CURE instruction depends on instructors' ability to understand and respond to student needs during research.
  • Limited understanding exists regarding how to effectively teach CUREs.

Purpose of the Study:

  • To investigate the knowledge CURE instructors develop about students by observing their research challenges.
  • To identify specific student difficulties encountered in CUREs that are unique to this educational format.

Main Methods:

  • A national survey of experienced CURE instructors was conducted.
  • Qualitative analysis (deductive and inductive) was used to examine instructors' knowledge of student challenges.
  • Data focused on challenges distinctive to CUREs and instructor interpretations of student knowledge, skills, and emotions.

    • Main Results:

    • Instructors' knowledge of students was primarily developed through noticing student struggles in two key areas: the nature of science and research as a practice.
    • Instructor interpretations revealed detailed insights into students' knowledge, skills, and emotional responses to research challenges.
    • Specific challenges unique to CUREs were identified, highlighting areas where students commonly experience difficulties.

    Conclusions:

    • Noticing student struggles in CUREs cultivates valuable instructor knowledge about student learning and development.
    • Findings offer new perspectives on CURE instructor knowledge and its origins.
    • Implications for future research on CURE pedagogy and instructor professional development are significant.