TY - JOUR
T1 - Who produces knowledge? Transforming undergraduate students’ views of science through participatory action research
AU - Weinberg, Andrea
AU - Trott, Carlie D.
AU - Sample McMeeking, Laura B.
N1 - Funding Information:
supported by the National Science Foundation under grant number ATM-0425247.
Publisher Copyright:
© 2018 Wiley Periodicals, Inc.
PY - 2018/11
Y1 - 2018/11
N2 - 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.
AB - 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.
KW - community development
KW - interdisciplinary research
KW - out-of-school learning
KW - participatory action research
KW - undergraduate research experiences
UR - http://www.scopus.com/inward/record.url?scp=85053599531&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85053599531&partnerID=8YFLogxK
U2 - 10.1002/sce.21453
DO - 10.1002/sce.21453
M3 - Article
AN - SCOPUS:85053599531
SN - 0036-8326
VL - 102
SP - 1155
EP - 1175
JO - Science Education
JF - Science Education
IS - 6
ER -