How Participation in a Research Experiences for Undergraduate Program Transforms Chemistry and Biochemistry Majors’ Understanding of Research and Scientific Inquiry

Abstract

Little is known concerning chemistry and biochemistry majors' understanding of research and scientific inquiry. In this three-year qualitative research study, chemistry and biochemistry majors were interviewed before and after participating in a National Science Foundation-sponsored Research Experiences for Undergraduates (REU) program at a private urban research university in the Northeastern United States to learn about their conceptions of research, its purpose, and process. Participation in undergraduate research was found to inform students' understanding of the structure and practice of research, promote the resolution of several well-known misconceptions (theory vs hypothesis and proof), and understanding of research as an inherently social human endeavor. Nonetheless, evidence was also found that their understanding of some research elements, including the role of publication and the ethical and sociocultural dimensions of research, may be limited. This gap may be due to the students' limited opportunities for active engagement in these areas during the relatively short 10 week REU time frame. These findings can potentially impact the practice of undergraduate research as they relate to student researchers' epistemic development and call for further investigations into how undergraduate research informs students' understanding of research and scientific inquiry.

Implementation of the Experimental Design Outcome in the Chemical Engineering Degree Program at Technical University of Madrid (GIQ-ETSII-UPM)

“…Moreover, the students who carry out their projects in other universities or research centers always indicate that they have no problems when integrating into the research groups. These data agree with the observations of Kolon et al 22 and Lopatto. 23…”

“…Although the main goal of this paper is the outcome “Research Skills”, classified as systemic in the Tuning Project, it is also intended to expose the overall design strategy of the entire curriculum in terms of experimental subjects. Different authors have studied the use of inquiry-based experiments in the teaching of various subjects, such as general chemistry, ,, biochemistry, physical chemistry, − environmental and analytical chemistry, and organic chemistry . However, this paper analyzes the use of this philosophy throughout a degree’s curriculum, involving and interconnecting all experimental subjects of Chemistry and Chemical Engineering.…”

“…Kolon and Mabrouk 22 indicate that there are different ways in which undergraduate students access experimental research experience. In STEM disciplines, such as Chemistry and Chemical Engineering, some individual students work with a mentor (teacher, postdoctoral researcher, or doctoral student) on an experimental research problem.…”

Categorizing Student Learning about Research, Nature of Science, and Poster Presentation in a Workshop-Based Undergraduate Research Experience

“…16 In a study in chemistry, Kolon and Mabrouk found that a research program for undergraduates enhanced their understanding of how and why research is conducted as well as the fundamental human nature of research and the role of failure in research. 17 Searching for literature and using the appropriate databases to answer research questions has also been explored in the context of CER. 18 Finally, communicating about science is important when results are research-based.…”

Considering 100 Years of Instructional Innovation in Biochemistry

“…For example, the use of augmented and virtual reality tools to visualize large, complex molecules has been described, including the use of molecular dynamics in the process . Biochemistry has also been a core component of several publications related to research, including course-based undergraduate research experiences (CUREs) − and their impacts. Finally, the interdisciplinary proclivity of teaching innovation in biochemistry includes considerations of bioethics as an important part of student learning …”