"Important Enough to Show the World": Using Authentic Research Opportunities and Micropublications to Build Students' Science Identities.
Saved in:
| Title: | "Important Enough to Show the World": Using Authentic Research Opportunities and Micropublications to Build Students' Science Identities. |
|---|---|
| Authors: | Rubenstein, Lisa DaVia1 (AUTHOR) lmrubenstein@bsu.edu, Woodruff, Kelsey A.2 (AUTHOR), Taylor, April M.3 (AUTHOR), Olesen, James B.4 (AUTHOR), Smaldino, Philip J.4 (AUTHOR), Rubenstein, Eric M.4 (AUTHOR) |
| Source: | Journal of Advanced Academics. Aug2024, Vol. 35 Issue 3, p432-460. 29p. |
| Subject Terms: | *Science students, *Undergraduates, Scientific literature, Scientific community, Science publishing |
| Abstract: | Primarily undergraduate institutions (PUI) often struggle to provide authentic research opportunities that culminate in peer-reviewed publications due to "recipe-driven" lab courses and the comprehensive body of work necessary for traditional scientific publication. However, the advent of short-form, single-figure "micropublications" has created novel opportunities for early-career scientists to make and publish authentic scientific contributions on a scale and in a timespan compatible with their training periods. The purpose of this qualitative case study is to explore the benefits accrued by eight undergraduate and master's students who participated in authentic, small-scale research projects and disseminated their work as coauthors of peer-reviewed micropublications at a PUI. In these interviews, students reported that through the process of conducting and publishing their research, they developed specific competencies: reading scientific literature, proposing experiments, and collecting/interpreting publication-worthy data. Further, they reported this process enabled them to identify as contributing members of the greater scientific community. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Primarily undergraduate institutions (PUI) often struggle to provide authentic research opportunities that culminate in peer-reviewed publications due to "recipe-driven" lab courses and the comprehensive body of work necessary for traditional scientific publication. However, the advent of short-form, single-figure "micropublications" has created novel opportunities for early-career scientists to make and publish authentic scientific contributions on a scale and in a timespan compatible with their training periods. The purpose of this qualitative case study is to explore the benefits accrued by eight undergraduate and master's students who participated in authentic, small-scale research projects and disseminated their work as coauthors of peer-reviewed micropublications at a PUI. In these interviews, students reported that through the process of conducting and publishing their research, they developed specific competencies: reading scientific literature, proposing experiments, and collecting/interpreting publication-worthy data. Further, they reported this process enabled them to identify as contributing members of the greater scientific community. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 1932202X |
| DOI: | 10.1177/1932202X241238496 |
