HOW DO STUDENTS PERCIEVE AND APPRECIATE “FAILURE” DURING UNDERGRADUATE RESEARCH?
Autor(a) principal: | |
---|---|
Data de Publicação: | 2015 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Ensino de Bioquímica |
Texto Completo: | http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/592 |
Resumo: | Since 2011 we have conducted Authentic Large-scale Undergraduate Research Experiences (ALURES) with our Sophomore and Junior biochemistry cohorts - so far over 1000 students have participated.The students in 2011-2014 wrote reflections about their experiences mid-semester and/or at the end of semester. Their writing indicates a growing awareness of the value of failure and struggle, as well as a healthy respect for the power of peer support and interaction.We asked the question “what do our students see as a “failure”, and does their understanding of the value of struggle change as a result of the ALURE experience?In 2015 we are conducting a longitudinal study of our ALURE students as they progress through the semester – the students have completed a series of five semi-structured interviews and the URSSA survey. We are examining their development of research and scientific literacy through the lens of productive failure.Our results indicate that although we feel we are designing productive failure into our undergraduate research experiences, we do not appear to be providing a high enough sense of risk or responsibility. This means that the students do not experience a sense of struggle or project ownership with the authenticity we desire. This is causing us to redesign our ALURE offerings. |
id |
SBBQM-1_9990073bfe72363e36eebf633e1c7fb3 |
---|---|
oai_identifier_str |
oai:ojs.bioquimica.org.br:article/592 |
network_acronym_str |
SBBQM-1 |
network_name_str |
Revista de Ensino de Bioquímica |
repository_id_str |
|
spelling |
HOW DO STUDENTS PERCIEVE AND APPRECIATE “FAILURE” DURING UNDERGRADUATE RESEARCH?students perspective; undergratuate; researchSince 2011 we have conducted Authentic Large-scale Undergraduate Research Experiences (ALURES) with our Sophomore and Junior biochemistry cohorts - so far over 1000 students have participated.The students in 2011-2014 wrote reflections about their experiences mid-semester and/or at the end of semester. Their writing indicates a growing awareness of the value of failure and struggle, as well as a healthy respect for the power of peer support and interaction.We asked the question “what do our students see as a “failure”, and does their understanding of the value of struggle change as a result of the ALURE experience?In 2015 we are conducting a longitudinal study of our ALURE students as they progress through the semester – the students have completed a series of five semi-structured interviews and the URSSA survey. We are examining their development of research and scientific literacy through the lens of productive failure.Our results indicate that although we feel we are designing productive failure into our undergraduate research experiences, we do not appear to be providing a high enough sense of risk or responsibility. This means that the students do not experience a sense of struggle or project ownership with the authenticity we desire. This is causing us to redesign our ALURE offerings.Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBqRowland, S.Tan, C.Pedwell, R.2015-08-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionResumos SBBq - avaliados pelos paresSBBq resúmenes - revisada por paresSBBq abstracts / peer-reviewedapplication/pdfhttp://bioquimica.org.br/revista/ojs/index.php/REB/article/view/59210.16923/reb.v13i2.592Revista de Ensino de Bioquímica; v. 13 (2015): Especial eventos; 24Revista de Enseñanza de Bioquímica; v. 13 (2015): Especial eventos; 24Journal of Biochemistry Education; v. 13 (2015): Especial eventos; 24Revista de Ensino de Bioquímica; v. 13 (2015): Especial eventos; 242318-8790reponame:Revista de Ensino de Bioquímicainstname:Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)instacron:SBBQMporhttp://bioquimica.org.br/revista/ojs/index.php/REB/article/view/592/492Direitos autorais 2015 Revista de Ensino de Bioquímicahttp://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccess2022-03-25T17:25:11Zoai:ojs.bioquimica.org.br:article/592Revistahttp://bioquimica.org.br/revista/ojs/index.php/REBONGhttp://bioquimica.org.br/revista/ojs/index.php/REB/oaicontato@bioquimica.org.br||ensinodebioquimica@gmail.com2318-87901677-2318opendoar:2022-03-25T17:25:11Revista de Ensino de Bioquímica - Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)false |
dc.title.none.fl_str_mv |
HOW DO STUDENTS PERCIEVE AND APPRECIATE “FAILURE” DURING UNDERGRADUATE RESEARCH? |
title |
HOW DO STUDENTS PERCIEVE AND APPRECIATE “FAILURE” DURING UNDERGRADUATE RESEARCH? |
spellingShingle |
HOW DO STUDENTS PERCIEVE AND APPRECIATE “FAILURE” DURING UNDERGRADUATE RESEARCH? Rowland, S. students perspective; undergratuate; research |
title_short |
HOW DO STUDENTS PERCIEVE AND APPRECIATE “FAILURE” DURING UNDERGRADUATE RESEARCH? |
title_full |
HOW DO STUDENTS PERCIEVE AND APPRECIATE “FAILURE” DURING UNDERGRADUATE RESEARCH? |
title_fullStr |
HOW DO STUDENTS PERCIEVE AND APPRECIATE “FAILURE” DURING UNDERGRADUATE RESEARCH? |
title_full_unstemmed |
HOW DO STUDENTS PERCIEVE AND APPRECIATE “FAILURE” DURING UNDERGRADUATE RESEARCH? |
title_sort |
HOW DO STUDENTS PERCIEVE AND APPRECIATE “FAILURE” DURING UNDERGRADUATE RESEARCH? |
author |
Rowland, S. |
author_facet |
Rowland, S. Tan, C. Pedwell, R. |
author_role |
author |
author2 |
Tan, C. Pedwell, R. |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Rowland, S. Tan, C. Pedwell, R. |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
students perspective; undergratuate; research |
topic |
students perspective; undergratuate; research |
description |
Since 2011 we have conducted Authentic Large-scale Undergraduate Research Experiences (ALURES) with our Sophomore and Junior biochemistry cohorts - so far over 1000 students have participated.The students in 2011-2014 wrote reflections about their experiences mid-semester and/or at the end of semester. Their writing indicates a growing awareness of the value of failure and struggle, as well as a healthy respect for the power of peer support and interaction.We asked the question “what do our students see as a “failure”, and does their understanding of the value of struggle change as a result of the ALURE experience?In 2015 we are conducting a longitudinal study of our ALURE students as they progress through the semester – the students have completed a series of five semi-structured interviews and the URSSA survey. We are examining their development of research and scientific literacy through the lens of productive failure.Our results indicate that although we feel we are designing productive failure into our undergraduate research experiences, we do not appear to be providing a high enough sense of risk or responsibility. This means that the students do not experience a sense of struggle or project ownership with the authenticity we desire. This is causing us to redesign our ALURE offerings. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-08-24 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Resumos SBBq - avaliados pelos pares SBBq resúmenes - revisada por pares SBBq abstracts / peer-reviewed |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/592 10.16923/reb.v13i2.592 |
url |
http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/592 |
identifier_str_mv |
10.16923/reb.v13i2.592 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/592/492 |
dc.rights.driver.fl_str_mv |
Direitos autorais 2015 Revista de Ensino de Bioquímica http://creativecommons.org/licenses/by-nc-sa/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2015 Revista de Ensino de Bioquímica http://creativecommons.org/licenses/by-nc-sa/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
|
dc.publisher.none.fl_str_mv |
Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBq |
publisher.none.fl_str_mv |
Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBq |
dc.source.none.fl_str_mv |
Revista de Ensino de Bioquímica; v. 13 (2015): Especial eventos; 24 Revista de Enseñanza de Bioquímica; v. 13 (2015): Especial eventos; 24 Journal of Biochemistry Education; v. 13 (2015): Especial eventos; 24 Revista de Ensino de Bioquímica; v. 13 (2015): Especial eventos; 24 2318-8790 reponame:Revista de Ensino de Bioquímica instname:Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq) instacron:SBBQM |
instname_str |
Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq) |
instacron_str |
SBBQM |
institution |
SBBQM |
reponame_str |
Revista de Ensino de Bioquímica |
collection |
Revista de Ensino de Bioquímica |
repository.name.fl_str_mv |
Revista de Ensino de Bioquímica - Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq) |
repository.mail.fl_str_mv |
contato@bioquimica.org.br||ensinodebioquimica@gmail.com |
_version_ |
1752126677442363392 |