Format

Send to

Choose Destination
See comment in PubMed Commons below
CBE Life Sci Educ. 2015 Summer;14(2):14:ar21. doi: 10.1187/cbe.14-05-0092. Epub 2015 Jun 1.

A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data.

Author information

1
*Department of Biology, Stanford University, Stanford, CA 94305-5020 sara.brownell@asu.edu.
2
*Department of Biology, Stanford University, Stanford, CA 94305-5020.
3
Department of Biology, University of Washington, Seattle, WA 98195.

Abstract

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.

PMID:
26033869
PMCID:
PMC4477737
DOI:
10.1187/cbe.14-05-0092
[Indexed for MEDLINE]
Free PMC Article
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Full text links

    Icon for HighWire Icon for PubMed Central
    Loading ...
    Support Center