Participation in Biology Education Research Influences Students’ Epistemic Development

Abstract

Science epistemology is the foundation of how biology constructs knowledge but is often implicit in undergraduate research experiences (UREs). This study describes the development of one student’s ideas about scientific knowledge in a URE in which science epistemology was explicitly discussed in meetings and written reflections.

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

“…REU program directors can facilitate students’ development of a more accurate understanding of research and scientific inquiry by incorporating metacognitive activities such as reflective journals . The approach has been used widely in the social sciences and STEM though not in chemistry. − Reflective journaling has been used to assess students’ growth in undergraduate research experiences and promote their metacognitive awareness of their learning and growth as scientists , and their epistemological development . Reflective journaling uses a series of questions called “prompts” to get the journal’s author to evaluate their thoughts, feelings, knowledge, or values on a specific event or activity.…”

“…78−81 Reflective journaling has been used to assess students' growth in undergraduate research experiences and promote their metacognitive awareness of their learning and growth as scientists 82,83 and their epistemological development. 24 Reflective journaling uses a series of questions called "prompts" to get the journal's author to evaluate their thoughts, feelings, knowledge, or values on a specific event or activity. To be effective, journal authors must receive personalized, critical feedback, the privacy of a student's journal must be respected, and the journaling must be practiced frequently and regularly.…”

“…Active participation in research appears to inform students’ views of research and scientific inquiry. − For example, Lee et al reported on the epistemic development of a biology major’s scientific agency as a critic of the scientific literature due to the student’s participation in an undergraduate research experience. However, little work has been reported in this area.…”