02903nam a22003017a 450000500170000000800410001702200140005803700190007208200100009110000430010124501680014426000490031230000180036149000510037950500630043052016130049365000330210665000380213965000650217765000540224265000450229665000370234165000440237885600630242294200080248595200910249399900170258420231115144340.0231020b           ||||| |||| 00| 0 eng d  a0021-9584  bRIEBPL Library  a540.7  aAdrian Wierzchowski and Donald J. Wink  a Categorizing Student Learning about Research, Nature of Science, and Poster Presentation in a Workshop-Based Undergraduate Research Experienceb (Journal Article)  aUSAb:American Chemical SocietycAugust 2023  a 2873-2883 p.  aAmerican Chemical Society, Volume 100, Issue 8  a***______{For Hard Copy, Please visit Library.}________***  aAbstract

 This paper examines student experiences in a workshop-based undergraduate research experience studying the activity and inhibition of salivary amylase that provides students with the chance to participate in authentic scientific research prior to the start of their undergraduate studies, following the structure of a course-based undergraduate research experience (CURE). Understanding student experiences at this point in their studies is important because research experiences at the beginning of university studies have been shown to increase retention in STEM. This study utilizes meaningful learning and situated cognition as theoretical frameworks and phenomenography as a methodological framework, applied to data from semistructured interviews with six students. The student experiences were characterized as an outcome space detailing the degree of their meaningful learning with respect to their understanding of the research process, nature of science, and the poster creation and presentation process. The findings highlight that meaningful learning is achieved when research is connected to students’ personal lives or future job interests. The research process and nature of science must also be made explicit to students by emphasizing the iterative nature of research and highlighting distinctions between science and nonscience fields. All participating students displayed an understanding that anyone can partake in science anywhere. Implications for building on this work to develop an understanding of students’ senses of belonging and self-identity are also discussed.


  aChemical Education Research   aFirst-Year Undergraduate/General   aBiochemistry Laboratory Instruction Inquiry-Based/Discovery   aLearning Misconceptions/Discrepant Events Enzymes  a Meaningful Learning Situated Cognition   aPhenomenography Research Process  a Nature of Science Poster Presentations  u https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.3c00174  cPER  00104070aRIEBPLbRIEBPLd2023-11-15l0o540.7r2023-11-15 00:00:00w2023-11-15yPER  c44864d44863