Course-Based Undergraduate Research Experiences for Laboratory Learning in the Life Sciences.
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| Title: | Course-Based Undergraduate Research Experiences for Laboratory Learning in the Life Sciences. |
|---|---|
| Authors: | Fluhler-Thornburg, Gabriella1 gefluhler@bsu.edu, McKillip, John2 |
| Source: | Journal of College Science Teaching. Jan/Feb2024, Vol. 53 Issue 1, p58-66. 9p. |
| Subject Terms: | *Learning laboratories, *Scientific communication, *Science students, Interdisciplinary communication, Life sciences |
| Company/Entity: | American Association for the Advancement of Science |
| Abstract: | Laboratory learning in the life sciences is historically centered around following recipe-like instructions to complete activities with defined outcomes. The American Association for the Advancement of Science's Vision and Change report has called for a change in science teaching. The report emphasizes the importance of providing research experiences for students and the need to foster discovery, collaboration, and communication of science by students. In recent years, the course-based undergraduate research experience (CURE) has been introduced into science pedagogy. CUREs provide authentic, inquiry-based research experiences to undergraduate students from all backgrounds. There is evidence that CUREs produce students who have more concrete science identities, improved interdisciplinary collaboration and communication skills, and better understanding of the process of doing science compared with traditional courses. Students who participate in CUREs may be more likely than students without an authentic research experience to continue in the sciences. CUREs are often offered as single courses, but multi-semester CUREs increase the potential for undergraduate students to publish and present their science and benefit faculty supporters and their institutions. CUREs have revolutionized laboratory learning in the life sciences. In this article, we offer a review of current literature on the benefits and limitations of CUREs. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 175141249 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Course-Based Undergraduate Research Experiences for Laboratory Learning in the Life Sciences. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fluhler-Thornburg%2C+Gabriella%22">Fluhler-Thornburg, Gabriella</searchLink><relatesTo>1</relatesTo><i> gefluhler@bsu.edu</i><br /><searchLink fieldCode="AR" term="%22McKillip%2C+John%22">McKillip, John</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+College+Science+Teaching%22">Journal of College Science Teaching</searchLink>. Jan/Feb2024, Vol. 53 Issue 1, p58-66. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+laboratories%22">Learning laboratories</searchLink><br />*<searchLink fieldCode="DE" term="%22Scientific+communication%22">Scientific communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+students%22">Science students</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+communication%22">Interdisciplinary communication</searchLink><br /><searchLink fieldCode="DE" term="%22Life+sciences%22">Life sciences</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22American+Association+for+the+Advancement+of+Science%22">American Association for the Advancement of Science</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Laboratory learning in the life sciences is historically centered around following recipe-like instructions to complete activities with defined outcomes. The American Association for the Advancement of Science's Vision and Change report has called for a change in science teaching. The report emphasizes the importance of providing research experiences for students and the need to foster discovery, collaboration, and communication of science by students. In recent years, the course-based undergraduate research experience (CURE) has been introduced into science pedagogy. CUREs provide authentic, inquiry-based research experiences to undergraduate students from all backgrounds. There is evidence that CUREs produce students who have more concrete science identities, improved interdisciplinary collaboration and communication skills, and better understanding of the process of doing science compared with traditional courses. Students who participate in CUREs may be more likely than students without an authentic research experience to continue in the sciences. CUREs are often offered as single courses, but multi-semester CUREs increase the potential for undergraduate students to publish and present their science and benefit faculty supporters and their institutions. CUREs have revolutionized laboratory learning in the life sciences. In this article, we offer a review of current literature on the benefits and limitations of CUREs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=175141249 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0047231X.2023.2292411 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 58 Subjects: – SubjectFull: Learning laboratories Type: general – SubjectFull: Scientific communication Type: general – SubjectFull: Science students Type: general – SubjectFull: Interdisciplinary communication Type: general – SubjectFull: Life sciences Type: general – SubjectFull: American Association for the Advancement of Science Type: general Titles: – TitleFull: Course-Based Undergraduate Research Experiences for Laboratory Learning in the Life Sciences. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fluhler-Thornburg, Gabriella – PersonEntity: Name: NameFull: McKillip, John IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan/Feb2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0047231X Numbering: – Type: volume Value: 53 – Type: issue Value: 1 Titles: – TitleFull: Journal of College Science Teaching Type: main |
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