What Happens When Undergraduate Biology Students Meet with Professional Scientists to Discuss Research? An Exploratory Investigation into Scientific Discourse, Motivation, and Sense of Belonging

Engagement in scientific discourse is an essential part of becoming a scientist. In this exploratory study, we aim to examine the scientific discourse (and resulting benefits) between undergraduate biology students and professional scientists. We developed a novel method for engaging in scientific d...

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Published in:CBE life sciences education 2025-03, Vol.24 (1), p.ar6
Main Authors: Machrone, Alexandra, Duenas, Mainlyng, Acosta, Amy, Alvarez, Roxana, Bruce-Opris, Hannah, Castellano, Robin, Chatzikyriakidou, Kyriaki, Concepcion, Kassandra, Colon, Jessica, Hawks, Sophia, Knekta, Eva, Mardini, Valery, Moralejo, Laura, Mousavi, Shagayeg, Duarte, Lai Ng, Perez, Arielis, Russoniello, Enza, McCartney, Melissa
Format: Article
Language:English
Subjects:
Biology - education
Female
Humans
Male
Motivation
Research Personnel - education
Science - education
Students
Universities
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Summary:Engagement in scientific discourse is an essential part of becoming a scientist. In this exploratory study, we aim to examine the scientific discourse (and resulting benefits) between undergraduate biology students and professional scientists. We developed a novel method for engaging in scientific discourse, grounded in the theory of legitimate peripheral participation, where undergraduate biology students participate in communities of practice within their own departments. Students selected a piece of primary scientific literature (PSL) from a professional scientist in their department and, after spending time annotating the PSL, met with the professional scientist to engage in scientific discourse. We analyzed the time students spent speaking and characterized questions students ask professional scientists. In addition, student motivation for reading PSL and students' sense of belonging to their department shifted positively, suggesting that students are integrating into the scientific community of practice being formed between students and professional scientists. We discuss best practices for supporting effective scientific discourse between undergraduates and scientists.
ISSN:1931-7913
1931-7913
DOI:10.1187/cbe.24-08-0209