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Cited by 283Science Education and PedagogyCareer Development and DiversityUndergraduate Neuroscience Education and Research

The DOI matches its Crossref record; 30 of the 31 references it cites were found in a registry or an index.

Classroom-Based Science Research at the Introductory Level: Changes in Career Choices and Attitude

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Harrison, Melinda, Dunbar, David, Ratmansky, Lisa, Boyd, Kimberly, Lopatto, David·2011·CBE—Life Sciences Education
DOI 10.1187/cbe.10-12-0151PMC PMC3164567
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Abstract

Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates’ decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders.

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Figure 1. Student pre- and postsurvey attitude results for 13 Phage Genomics students. The items asked students how much they found the course content stimulating, how interested they are in science, how interested they are in research, in attending graduate school, in attending medical school, how much they enjoy making decisions in their work, and how the course resulted in their thinking in new ways. The bars represent the mean response. The error lines represent one standard error above and below the mean. Analysis with independent sample t tests showed significant increases in means from pre- to posttests (p < 0.05, directional hypothesis). When re-analyzed with the nonparametric Mann-Whitney test, all tests were significant except for Item 1, which measured how stimulating the students found the course content.
Figure 1. Student pre- and postsurvey attitude results for 13 Phage Genomics students. The items asked students how much they found the course content stimulating, how interested they are in science, how interested they are in research, in attending graduate school, in attending medical school, how much they enjoy making decisions in their work, and how the course resulted in their thinking in new ways. The bars represent the mean response. The error lines represent one standard error above and below the mean. Analysis with independent sample t tests showed significant increases in means from pre- to posttests (p < 0.05, directional hypothesis). When re-analyzed with the nonparametric Mann-Whitney test, all tests were significant except for Item 1, which measured how stimulating the students found the course content.CC BY-NC-SA · PubMed Central

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Citations

Cites

Show all 31 references

Research works printed but not linked: 6

  1. Brodl MR, 2005, Bioscene. J Biol College Teach, 31, 13
  2. Elwess NL, 2004, Bioscene. J College Biol Teach, 30, 25
  3. Hatfull GF, 2010, Microbe, 5, 243
  4. Lopatto D, 2003, Council on Undergraduate Research Quarterly, Spring 2003, 139
  5. Lopatto D, 2006, Peer Rev, 8, 22
  6. Ronsheim ML, 2009, Bioscene. J Biol College Teach, 35, 12

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Metadata

Authors
Harrison, M., Dunbar, D., Ratmansky, L., Boyd, K., & Lopatto, D.
Affiliations
  • Cabrini University (US)
  • Grinnell College (US)
Corresponding author
Dunbar, David
ORCID
Venue
CBE—Life Sciences Education
Publisher
American Society for Cell Biology (ASCB)
Published
2011-09
Volume
10
Issue
3
Pages
279-286
ISSN
1931-7913 (ISSN-L)
DOI
10.1187/cbe.10-12-0151
PMC
PMC3164567
OpenAlex
W2169289905
Cited by
283
References
31
Citations by year
2026: 6 · 2025: 14 · 2024: 12 · 2023: 25 · 2022: 36 · 2021: 38 · 2020: 26 · 2019: 30 · 2018: 13 · 2017: 24 · 2016: 18 · 2015: 16 · 2014: 15 · 2013: 7 · 2012: 3
FWCI
38.48
Type
journal article
Language
en
Open access
Licence
cc-by-nc-sa
Locations
  • CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
  • PubMed Central (publishedVersion, cc-by-nc-sa)
  • PubMed (publishedVersion)
Funders
  • National Science Foundation (0715777)
  • Howard Hughes Medical Institute
  • American Association for the Advancement of Science
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
  • Social Sciences › Education › Undergraduate Neuroscience Education and Research
Keywords
classroom research, undergraduate research, introductory science courses, career choice, graduate education, student attitudes toward science, scientific method, first-year students
MeSH terms
Attitude, Bacteriophages, Career Choice, Curriculum, Data Collection, Education, Graduate, Research, Science, Students, Genomics, Comprehension

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