Student perceptions of the undergraduate research experience: what do they think they really gain and how much influence does it have?

Myatt, Paula (2009). Student perceptions of the undergraduate research experience: what do they think they really gain and how much influence does it have?. In: Motivating Science Undergraduates: Ideas and Interventions. Uniserve Science Conference, Sydney, Australia, (85-90). 30 September - 2 October, 2009.

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Author Myatt, Paula
Title of paper Student perceptions of the undergraduate research experience: what do they think they really gain and how much influence does it have?
Conference name Uniserve Science Conference
Conference location Sydney, Australia
Conference dates 30 September - 2 October, 2009
Convener Alex Hugman
Proceedings title Motivating Science Undergraduates: Ideas and Interventions
Place of Publication Sydney, Australia
Publisher UniServe Science
Publication Year 2009
Sub-type Fully published paper
Start page 85
End page 90
Total pages 6
Collection year 2010
Language eng
Abstract/Summary This paper explores the benefits that undergraduate science students perceive as a result of participating in an undergraduate research experience (URE) and explores the possible influences that UREs have on the future career directions of students. Authentic undergraduate research experiences in science play an important role in providing context to student learning and providing a sense of being a 'scientist'. There has been, however, some concern over the validity of the claims made relating to the extent of the impact that research experiences have on undergraduate students. This paper focuses on a new Summer Research Scholarship experience and reports on some of the findings from a 2008/2009 pilot study that investigated student perceptions of their undergraduate research experiences as 2nd year students studying within science.
Subjects 130212 Science, Technology and Engineering Curriculum and Pedagogy
E1
Keyword Undergraduate research experience
Inquiry-based learning
Science education
References Boyer Report (1998). S. Kenny - The Boyer Commission on Educating Undergraduates in the Research University: Reinventing Undergraduate Education: A blue print for America’s research universities. http://naples.cc.sunysb.edu/Pres/boyer.nsf/ Elsen, M., Visser-Wijnveen, G.J., van der Rijst, R.M & van Driel, J.H. (2009) How to Strengthen the Connection between Research and Teaching in Undergraduate University Education. Higher Education Quarterly, 63(1), 64–85 Healey, M. (2005a) Linking Research and Teaching to Benefit Student Learning. Journal of Geography in Higher Education, 29(2), 183-201. Healey, M. (2005b) Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning, in Barnett, R. (ed.) Reshaping the university: new relationships between research, scholarship and teaching, pp.30–42. Maidenhead: McGraw-Hill/Open University Press. Lopatto, D. (2004) “Survey of Undergraduate Research Experiences (SURE): First Findings.” Cell Biology Education 3, 270-277. Lopatto, D. (2007) “Undergraduate Research Experiences Support Science Career Decisions and Active Learning.” CBE-Life Sciences Education 6, 297–306. Robertson, J. & Blackler, G. (2006) Students’ experiences of learning in a research environment. Higher Education Research and Development 25(3), 215-229. Seymour, E., Anne-Barrie Hunter, Sandra L. Laursen, and Tracee Deantoni (2004) Establishing the benefits of research experiences for undergraduates in the sciences: first findings from a three-year study. Science Education, 88, 493-534. Turner, N., Wuetherick, B. and Healey, M. (2008) International perspectives on student awareness, experiences and perceptions of research: implications for academic developers in implementing research-based teaching and learning. International Journal for Academic Development, 13(3), 199-211.
Q-Index Code E1
Q-Index Status Confirmed Code
Additional Notes Conference theme: Motivating Science Undergraduates: Ideas and Interventions

 
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Created: Wed, 11 Nov 2009, 22:50:07 EST by Dr Paula Myatt on behalf of Teaching & Educational Development Institute