Repetition Is Important to Students and Their Understanding during Laboratory Courses That Include Research

ABSTRACT Course-based undergraduate research experiences (CUREs) provide students with opportunities for the same gains that apprenticed research with faculty members offers. As their popularity increases, it is important that critical elements of CUREs be supported by thoughtful design. Student exp...

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Autores principales:	Benjamin L. Wiggins, Haley Sefi-Cyr, Leah S. Lily, Caroline L. Dahlberg
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2021
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/f268539ccc9847ceae81e14d1a511141
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spelling	oai:doaj.org-article:f268539ccc9847ceae81e14d1a5111412021-11-15T15:04:51ZRepetition Is Important to Students and Their Understanding during Laboratory Courses That Include Research10.1128/jmbe.00158-211935-78851935-7877https://doaj.org/article/f268539ccc9847ceae81e14d1a5111412021-09-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.00158-21https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885ABSTRACT Course-based undergraduate research experiences (CUREs) provide students with opportunities for the same gains that apprenticed research with faculty members offers. As their popularity increases, it is important that critical elements of CUREs be supported by thoughtful design. Student experiences in CUREs can provide important insights into why CUREs are so effective. We present evidence from students who participated in CUREs at the introductory, intermediate, and advanced levels, as well as from graduate teaching assistants for an introductory lab course that included a CURE. Students and teaching assistants describe repetition as a valuable element in CUREs and other laboratory experiences. We used student work and open-ended interviews to identify which of five previously described elements of CUREs students found important. Because repetition was particularly salient, we characterized how students described repetition as they experienced it in courses that contained full-length CUREs or “micro-CUREs.” In prompted interviews, students described how repetition in CUREs provided cognitive (learning concepts) and practical (learning technical skills) value. Recent graduates who had participated in CUREs at each level of their biology education were particularly aware that they placed value on repetition and acknowledged it as motivational in their own learning. Many students described repetition in metacognitive terms, which also suggests that as students advance through laboratory and CURE curricula, their understanding of how repetition supports their learning becomes more sophisticated. Finally, we integrated student descriptions to suggest ways in which repetition can be designed into CUREs or other laboratory courses to support scientific learning and enhance students’ sense of scientific identity.Benjamin L. WigginsHaley Sefi-CyrLeah S. LilyCaroline L. DahlbergAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 22, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Benjamin L. Wiggins Haley Sefi-Cyr Leah S. Lily Caroline L. Dahlberg Repetition Is Important to Students and Their Understanding during Laboratory Courses That Include Research
description	ABSTRACT Course-based undergraduate research experiences (CUREs) provide students with opportunities for the same gains that apprenticed research with faculty members offers. As their popularity increases, it is important that critical elements of CUREs be supported by thoughtful design. Student experiences in CUREs can provide important insights into why CUREs are so effective. We present evidence from students who participated in CUREs at the introductory, intermediate, and advanced levels, as well as from graduate teaching assistants for an introductory lab course that included a CURE. Students and teaching assistants describe repetition as a valuable element in CUREs and other laboratory experiences. We used student work and open-ended interviews to identify which of five previously described elements of CUREs students found important. Because repetition was particularly salient, we characterized how students described repetition as they experienced it in courses that contained full-length CUREs or “micro-CUREs.” In prompted interviews, students described how repetition in CUREs provided cognitive (learning concepts) and practical (learning technical skills) value. Recent graduates who had participated in CUREs at each level of their biology education were particularly aware that they placed value on repetition and acknowledged it as motivational in their own learning. Many students described repetition in metacognitive terms, which also suggests that as students advance through laboratory and CURE curricula, their understanding of how repetition supports their learning becomes more sophisticated. Finally, we integrated student descriptions to suggest ways in which repetition can be designed into CUREs or other laboratory courses to support scientific learning and enhance students’ sense of scientific identity.
format	article
author	Benjamin L. Wiggins Haley Sefi-Cyr Leah S. Lily Caroline L. Dahlberg
author_facet	Benjamin L. Wiggins Haley Sefi-Cyr Leah S. Lily Caroline L. Dahlberg
author_sort	Benjamin L. Wiggins
title	Repetition Is Important to Students and Their Understanding during Laboratory Courses That Include Research
title_short	Repetition Is Important to Students and Their Understanding during Laboratory Courses That Include Research
title_full	Repetition Is Important to Students and Their Understanding during Laboratory Courses That Include Research
title_fullStr	Repetition Is Important to Students and Their Understanding during Laboratory Courses That Include Research
title_full_unstemmed	Repetition Is Important to Students and Their Understanding during Laboratory Courses That Include Research
title_sort	repetition is important to students and their understanding during laboratory courses that include research
publisher	American Society for Microbiology
publishDate	2021
url	https://doaj.org/article/f268539ccc9847ceae81e14d1a511141
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Repetition Is Important to Students and Their Understanding during Laboratory Courses That Include Research

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