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Connecting Self-Efficacy And Views About Nature Of Science In Undergraduate Research Experiences, Gina M. Quan, Andrew Elby
Connecting Self-Efficacy And Views About Nature Of Science In Undergraduate Research Experiences, Gina M. Quan, Andrew Elby
Gina Quan
Undergraduate research can support students’ more central participation in physics. We analyze markers of two coupled shifts in participation: changes in students’ views about the nature of science coupled to shifts in self-efficacy toward physics research. Students in the study worked with faculty and graduate student mentors on research projects while also participating in a seminar where they learned about research and reflected on their experiences. In classroom discussions and in clinical interviews, students described gaining more nuanced views about the nature of science, specifically related to who can participate in research and what participation in research looks like. This …
Attending To Scientific#12; Practices Within Undergraduate Research Experiences, Gina M. Quan, Chandra Anne Turpen, Andrew R. Elby
Attending To Scientific#12; Practices Within Undergraduate Research Experiences, Gina M. Quan, Chandra Anne Turpen, Andrew R. Elby
Gina Quan
Ford (2015) argues for viewing “scientific practice” not as a list of particular skills, but rather, more
holistically as “sets of regularities of behaviors and social interactions” among scientists. This
conceptualization of scientific practices foregrounds how they meaningfully connect to one another and are
purposefully employed in order to explain nature. We apply this framework in the context of undergraduate
research experiences (UREs) to understand the early forms of student engagement in scientific practices,
and how these specific forms of engagement may be consequential for students’ future participation. Using
video from interviews with students and research mentors, we argue that …