Improving Students’ Representational Competence through a Course-Based Undergraduate Research Experience

Mishra, Chandrani; Clase, Kari; Bucklin, Carrie Jo; Daniel, Kristy L.

doi:10.1007/978-3-319-89945-9_9

Cited by 5 publications

(4 citation statements)

References 37 publications

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“…Similar to designing experiments and analysing data, participating in peer review is part of the typical, expected work of an academic. Thus, just as early authentic research experiences help undergraduates form a scientific identity (Hunter et al, 2007) and develop scientific literacy (Mishra et al, 2018) (Table 1), so too could early authentic experiences in peer review. Evidence shows that teaching students about the nature of science through inquiry activities, often in laboratory courses, is insufficient for students to learn how professional scientists engage in inquiry (Abd‐El‐Khalick & Lederman, 2000; Schwartz et al, 2004).…”

Section: Potential Value Of Authentic Peer Review Experiences For Stu...mentioning

confidence: 99%

Use of preprint peer review to educate and enculturate science undergraduates

McDowell

Fankhauser

Saderi³

et al. 2022

Learned Publishing

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Section: Potential Value Of Authentic Peer Review Experiences For Stu...mentioning

confidence: 99%

Use of preprint peer review to educate and enculturate science undergraduates

McDowell

Fankhauser

Saderi³

et al. 2022

Learned Publishing

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“…How ideas are organized based on attributes of text and intermodal relations, especially promoting gifted students' reading comprehension (Sánchez et al, 2016). An advanced form of multimodal text helps gifted students move away from novice understanding of scientific concepts towards an expert understanding of the subject depicted in the representations (Mishra, Clase, Bucklin, & Daniel, 2018).…”

Section: Intermodal Relationsmentioning

confidence: 99%

To What Extent Do Teachers of Gifted Students Identify Inner and Intermodal Relations in Knowledge Representation?

Gül

Çoştu

2021

msd

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Gifted students get bored of reading authoritative and descriptive multimodal texts. They need coherent, explanatory, and interactive texts. Moreover, because of the pandemic, gifted students took courses online, and teachers had to conduct their lessons on digital online tools with multimodal representations. They posted supplementary teaching materials as multimodal texts to the students. Hence, teachers of gifted students should pay attention to inner and intermodal relations to meet the needs of gifted students and support their learning experience. The research aims at examining to what extent teachers of gifted students identify inner and intermodal relations because before designing these relations, the teacher should recognize these types of relations. The educational descriptive case study was applied. Six experienced primary school teachers were involved. The data were analyzed via content analysis. The results showed that teachers just identified the primitive level of inner and intermodal relations. The conclusion can be drawn that several educational design research should be increased to construct professional development courses for teachers about this issue. Learning and applying inner and intermodal relations are crucial for teachers of gifted students, in addition to having curiosity, they have a high cognitive level in different areas, thus they demand advanced forms of multimodal texts.

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“…Since peer review is integral to the scientific process and central to the identity of a scientist, we envision a paradigm shift that makes teaching peer review integral to undergraduate science education ( 15 ). Just as early research experiences help students form a scientific identity ( 16 ) and develop scientific literacy ( 17 ), so too can early scholarship experiences in peer review.…”

Section: Introductionmentioning

confidence: 99%