Who produces knowledge? Transforming undergraduate students’ views of science through participatory action research

Andrea Weinberg, Carlie D. Trott, Laura B. Sample McMeeking

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

Undergraduate research experiences (UREs) that include interdisciplinary, engagement-oriented, and collaborative experiences have the potential to benefit students in unique ways. Through these innovative experiences, students are able to see the social impact and importance of their work—a factor known to strengthen the academic and career persistence of students traditionally underrepresented in science, technology, engineering, and mathematics (STEM) fields. In the present study, students assumed simultaneous roles as students, interdisciplinary researchers, and community liaisons as they facilitated a community-engaged participatory research project. Using interpretive phenomenological analysis, we explore students’ evolving perspectives of knowledge generation and social change processes before, during, and after the URE. Findings emphasize participants’ altered views of the respective roles of academic researchers and community members in generating knowledge, the value of interdisciplinary research, and the potential of innovative UREs to foster positive change—in academic and community contexts.

Original languageEnglish (US)
Pages (from-to)1155-1175
Number of pages21
JournalScience Education
Volume102
Issue number6
DOIs
StatePublished - Nov 2018

Keywords

  • community development
  • interdisciplinary research
  • out-of-school learning
  • participatory action research
  • undergraduate research experiences

ASJC Scopus subject areas

  • Education
  • History and Philosophy of Science

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