A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data

We present an innovative course-based undergraduate research experience curriculum focused on the characterization of single point mutations in p53, a tumor suppressor gene that is mutated in more than 50% of human cancers. This course is required of all introductory biology students, so all biology...

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Bibliographic Details
Published in:CBE life sciences education 2015-06, Vol.14 (2), p.14:ar21-14:ar21
Main Authors: Brownell, Sara E, Hekmat-Scafe, Daria S, Singla, Veena, Seawell, Patricia Chandler, Imam, Jamie F. Conklin, Eddy, Sarah L, Stearns, Tim, Cyert, Martha S
Format: Article
Language:English
Subjects:
Biology
California
Cancer
College Science
Concept Formation
Curriculum
Data Analysis
Data Collection
Data Interpretation
Enrollment
Experiments
Expertise
Female
Higher Education
Humans
Interviews
Introductory Courses
Laboratories
Likert Scales
Logical Thinking
Male
Program Evaluation
Questioning Techniques
Research - education
Research Projects
Science - education
Science Curriculum
Science Instruction
Science Tests
Scientific Methodology
Scientists
Statistics as Topic
Student Attitudes
Student Surveys
Students
Test Items
Thinking
Thinking Skills
Undergraduate Students
Universities
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Summary:We present an innovative course-based undergraduate research experience curriculum focused on the characterization of single point mutations in p53, a tumor suppressor gene that is mutated in more than 50% of human cancers. This course is required of all introductory biology students, so all biology majors engage in a research project as part of their training. Using a set of open-ended written prompts, we found that the course shifts student conceptions of what it means to think like a scientist from novice to more expert-like. Students at the end of the course identified experimental repetition, data analysis, and collaboration as important elements of thinking like a scientist. Course exams revealed that students showed gains in their ability to analyze and interpret data. These data indicate that this course-embedded research experience has a positive impact on the development of students' conceptions and practice of scientific thinking.
ISSN:1931-7913
1931-7913
DOI:10.1187/cbe.14-05-0092