Presentation
Attending to Scientific Practices within Undergraduate Research Experiences
American Association of Physics Teachers
(2016)
Abstract
Ford (2015) argues for viewing “scientific practice” not as a list of particular skills, but rather, more
holistically as “sets of regularities of behaviors and social interactions” among scientists. This
conceptualization of scientific practices foregrounds how they meaningfully connect to one another and are
purposefully employed in order to explain nature. We apply this framework in the context of undergraduate
research experiences (UREs) to understand the early forms of student engagement in scientific practices,
and how these specific forms of engagement may be consequential for students’ future participation. Using
video from interviews with students and research mentors, we argue that this “practice” lens affords new
insights into understanding students’ experience of UREs. We also use this data to illustrate how coming to
engage in scientific practices might look in early stages of participation.
Disciplines
Publication Date
July, 2016
Location
Sacramento, CA
DOI
10.1119/perc.2016.pr.058
Comments
This article was originally presented at the 2016 PERC Proceedings, Sacramento, CA, and can also be found online at this link.
©2016 AAPT PERTG
Citation Information
Gina M. Quan, Chandra Anne Turpen and Andrew R. Elby. "Attending to Scientific Practices within Undergraduate Research Experiences" American Association of Physics Teachers (2016) Available at: http://works.bepress.com/gina-quan/13/
Creative Commons License
This work is licensed under a Creative Commons CC_BY International License.