TY - JOUR
T1 - A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data
AU - Brownell, Sara
AU - Hekmat-Scafe, Daria S.
AU - Singla, Veena
AU - Chandler Seawell, Patricia
AU - Conklin Imam, Jamie F.
AU - Eddy, Sarah L.
AU - Stearns, Tim
AU - Cyert, Martha S.
N1 - Publisher Copyright:
© 2015 S. E. Brownell et al.
PY - 2015/6/1
Y1 - 2015/6/1
N2 - We present an innovative course-based undergraduate research experience curriculum focused on the characterization of single point mutations in p53, a tumor suppressor gene that is mutated in more than 50% of human cancers. This course is required of all introductory biology students, so all biology majors engage in a research project as part of their training. Using a set of open-ended written prompts, we found that the course shifts student conceptions of what it means to think like a scientist from novice to more expert-like. Students at the end of the course identified experimental repetition, data analysis, and collaboration as important elements of thinking like a scientist. Course exams revealed that students showed gains in their ability to analyze and interpret data. These data indicate that this course-embedded research experience has a positive impact on the development of students’ conceptions and practice of scientific thinking.
AB - We present an innovative course-based undergraduate research experience curriculum focused on the characterization of single point mutations in p53, a tumor suppressor gene that is mutated in more than 50% of human cancers. This course is required of all introductory biology students, so all biology majors engage in a research project as part of their training. Using a set of open-ended written prompts, we found that the course shifts student conceptions of what it means to think like a scientist from novice to more expert-like. Students at the end of the course identified experimental repetition, data analysis, and collaboration as important elements of thinking like a scientist. Course exams revealed that students showed gains in their ability to analyze and interpret data. These data indicate that this course-embedded research experience has a positive impact on the development of students’ conceptions and practice of scientific thinking.
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U2 - 10.1187/cbe.14-05-0092
DO - 10.1187/cbe.14-05-0092
M3 - Article
C2 - 26033869
AN - SCOPUS:84981711229
SN - 1931-7913
VL - 14
JO - CBE life sciences education
JF - CBE life sciences education
IS - 2
M1 - 21
ER -