Teaching Research: A Curriculum Model That Works

Carpenter, Nancy E.; Pappenfus, Ted M.

doi:10.1021/ed086p940

Cited by 24 publications

(21 citation statements)

References 9 publications

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“…Evaluation of the investigative laboratory approach has been primarily based on qualitative data from case studies. The feedback from students and teachers has been generally positive (2,6,8,16,22,29,32).…”

mentioning

confidence: 99%

Undergraduate student attitudes and perceptions toward low- and high-level inquiry exercise physiology teaching laboratory experiences

Henige

2011

Advances in Physiology Education

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The purpose of this investigation was to compare student attitudes toward two different science laboratory learning experiences, specifically, traditional, cookbook-style, low-inquiry level (LL) activities and a high-inquiry level (HL) investigative project. In addition, we sought to measure and compare students' science-related attitudes and attitudes toward science. Students participated in 5 wk of LL activities followed by a 5-wk HL project. An open-ended survey administered at the end of the semester and analyzed by a χ(2)-test revealed that 1) students enjoyed the HL project more than the LL activities, 2) high-level inquiry did not have a negative effect on student motivation in the laboratory, and 3) students perceived that they learned more about physiology principles with the LL activities. Most students liked the HL project, particularly the independence, responsibility, freedom, and personal relevance. Of the students who did not like the HL project, many reported being uncomfortable with the lack of structure and guidance. Many students gained a more positive and realistic view about scientific research, often reporting an increased respect for science. Likert scale surveys administered before and after each 5-wk period showed no significant changes in student attitudes to scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, or motivation toward science when the three time points were compared. The findings in this study have helped to provide suggestions for better implementation of HL projects in the future.

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confidence: 99%

Undergraduate student attitudes and perceptions toward low- and high-level inquiry exercise physiology teaching laboratory experiences

Henige

2011

Advances in Physiology Education

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“…In addition, these activities have been incorporated into undergraduate teaching laboratories at the University of Minnesota, Morris. Organic solar cells are fabricated as an activity in our two-credit laboratory course, Introduction to Research (ItR), which has been previously described in this Journal . The introduction of organic solar cells complements well our previously reported experiment on the synthesis and characterization of a conducting polymer which is also performed by the second year chemistry and biochemistry majors in the ItR course.…”

Section: Resultsmentioning

confidence: 73%

Developing a Portable Organic Solar Cell Kit Suitable for Students to Fabricate and Test Solar Cells in the Laboratory

et al. 2020

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An organic solar cell fabrication kit has been developed for demonstration in both undergraduate teaching classes and high school laboratories to promote the growing field of renewable energy and to facilitate empirical comprehension of solar technology. The laboratory focuses on fabricating organic photovoltaics (solar cells) and testing the efficiency of power generation. By restricting substances to nontoxic coating inks, and a Pb-free alloy for the cathode, chemical hazards are minimized. Usually, organic solar cell fabrication requires the use of expensive laboratory equipment only found in a university or an industry environment, such as fume hoods, large spin coaters, nitrogen glove boxes, and metal evaporation systems. Importantly, the solar cell kit has been specifically developed to remove the need for accessing this large and expensive equipment: nontoxic inks are used such that fume hoods are not necessary, a portable miniature spin coater has been developed such that large spin coaters with a vacuum connection are not required, and a low-melting-point (62 °C) Pb-free alloy has been trialed such that access to high-vacuum metal evaporation equipment is not necessary. The exercise utilizes a pedagogical framework of preliminary predictive exercises, practical verification of device optimization and engineering to illuminate the key working principles of a solar cell, and a post-exercise quiz to provide feedback and assess embedded knowledge. This experiment is an introductory lesson in renewable energy and gives students exposure to the chemistry, physics, and materials science concepts of organic electronics.

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“…Many published strategies for incorporating primary research papers into taught curricula come from the biosciences (Hoskins et al, 2007;Kozeracki et al, 2006;Lie et al, 2016;Round & Campbell, 2013;Willmott et al, 2003), reflecting the centrality of literature use in these disciplines. However, approaches to incorporating research literature into undergraduate curricula have also been described for other disciplines (Bruehl et al, 2015;Carpenter & Pappenfus, 2009;Forest & Rayne, 2009;Locknar, Mitchell, Rankin, & Sadoway, 2012). Pedagogical strategies to developing disciplinary literacy can be applied across STEM disciplines (Stevens & Hoskins, 2014).…”

Section: Established Pedagogies For Developing Research-led Disciplinary Literacymentioning

confidence: 99%

Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively?

Hubbard

2021

Higher Education Pedagogies

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There have been calls for Science Technology Engineering and Mathematics (STEM) education to become more interdisciplinary, reflecting the reality of contemporary research. However, communicating across disciplines is challenging. In this article, I explore what and how students read in the STEM disciplines`. I provide an overview of key topics in literacy research, and discuss the disciplinary nature of literacy. I compare disciplinary literacy requirements in STEM through thematic analysis of UK quality subject benchmark statements, which identifies considerable variation in the expectations of undergraduates to engage with primary research literature. I explore implications this has for interdisciplinary teaching, and present some published pedagogical strategies for engaging students in research literature. I call on STEM educators to embed inclusive disciplinary literacy teaching within curricula to support students in their reading. I also highlight the need for clear understanding of disciplinary conventions and reading expectations when designing interdisciplinary educational programmes.

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Teaching Research: A Curriculum Model That Works

Cited by 24 publications

References 9 publications

Undergraduate student attitudes and perceptions toward low- and high-level inquiry exercise physiology teaching laboratory experiences

Undergraduate student attitudes and perceptions toward low- and high-level inquiry exercise physiology teaching laboratory experiences

Developing a Portable Organic Solar Cell Kit Suitable for Students to Fabricate and Test Solar Cells in the Laboratory

Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively?

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