Research education of new scientists: Implications for science teacher education

Feldman, Allan; Divoll, Kent; Rogan‐Klyve, Allyson

doi:10.1002/tea.20285

Cited by 88Science Education and PedagogyTeacher Education and Leadership StudiesInnovative Education and Learning Practices

Research education of new scientists: Implications for science teacher education

Feldman, Allan, Divoll, Kent, Rogan‐Klyve, Allyson·2009·Journal of Research in Science Teaching

DOI 10.1002/tea.20285

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Abstract

Abstract This study examined an interdisciplinary scientific research project to understand how graduate and undergraduate honors students learn to do science. It was found that the education of the students occurs as part of an apprenticeship. The apprenticeship takes place in research groups. In general, research groups are structured in two ways: loosely organized and tightly organized, and have characteristics of both communities of practice and epistemic communities. Students have different roles in the research groups: novice researcher, proficient technician, or knowledge producer. Their role depends on their knowledge and skills, and their degree programs. It is possible for students to develop expertise along a continuum from novice researcher to knowledge producer. The members of the research group, including the professor and other students, facilitate the development of the students along the continuum of roles. Implications for the education of science teachers are discussed. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 442–459, 2009

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Legitimate peripheral participation has been previously applied to identity development in the sciences and learning through research apprenticeships.
“Legitimate peripheral participation has been previously applied to identity development in the sciences (Brickhouse, Lowery, & Schultz, 2000) as well as learning through research apprenticeships (Feldman, Divoll, & Rogan-Klyve, 2009).”
From Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM (2017) · cites this paper as Feldman, Divoll, & Rogan-Klyve, 2009
The expectation that PRISM students actively contribute to ongoing research distinguishes it from programs at some research universities where undergraduates may be seen as temporary members who are not expected to contribute much to the analysis of data or the creation of new knowledge.
“The expectation that PRISM students actively contribute to ongoing research distinguishes it from programs at some research universities where undergraduates may be”
From Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM (2017) · cites this paper as Feldman et al., 2009

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Authors: Feldman, A., Divoll, K., & Rogan‐Klyve, A.
Affiliations: University of Massachusetts Amherst (US)
Corresponding author: Feldman, Allan
ORCID: Feldman, Allan
Rogan‐Klyve, Allyson
Venue: Journal of Research in Science Teaching
Publisher: Wiley
Published: 2009-03-09
Volume: 46
Issue: 4
Pages: 442-459
ISSN: 0022-4308 (ISSN-L)
1098-2736
DOI: 10.1002/tea.20285
OpenAlex: W2051677117
Cited by: 88
References: 45
Citations by year: 2026: 2 · 2025: 4 · 2024: 2 · 2023: 6 · 2022: 9 · 2021: 6 · 2020: 3 · 2019: 2 · 2018: 6 · 2017: 3 · 2016: 5 · 2015: 3 · 2014: 7 · 2013: 10 · 2012: 7
FWCI: 28.33
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Journal of Research in Science Teaching (publishedVersion)
Digital Commons - University of South Florida (University of South Florida) (submittedVersion)
Topics: Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Education › Teacher Education and Leadership Studies
Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
Keywords: research apprenticeship, undergraduate research, honors students, graduate students, research groups, communities of practice, epistemic communities, research roles, science teacher education

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Research education of new scientists: Implications for science teacher education

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