000			02805nam a22002897a 4500
005			20231115144340.0
008			231020b ||||| |||| 00| 0 eng d
022			_a0021-9584
037			_bRIEBPL Library
082			_a540.7
100			_aAdrian Wierzchowski and Donald J. Wink
245			_a Categorizing Student Learning about Research, Nature of Science, and Poster Presentation in a Workshop-Based Undergraduate Research Experience _b (Journal Article)
260			_aUSA _b:American Chemical Society _cAugust 2023
300			_a 2873-2883 p.
490			_aAmerican Chemical Society, Volume 100, Issue 8
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_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.
650			_aChemical Education Research
650			_aFirst-Year Undergraduate/General
650			_aBiochemistry Laboratory Instruction Inquiry-Based/Discovery
650			_aLearning Misconceptions/Discrepant Events Enzymes
650			_a Meaningful Learning Situated Cognition
650			_aPhenomenography Research Process
650			_a Nature of Science Poster Presentations
856			_u https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.3c00174
942			_cPER
999			_c44864 _d44863