A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data
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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.
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Students experience cognitive gains from CUREs, including analyzing data, interpreting results, and increased content knowledge.
“Students experience cognitive gains, including analyzing data, interpreting results, and increased content knowledge (6–10, 17, 18).”
From Gains in Scientific Identity, Scientific Self-Efficacy, and Career Intent Distinguish Upper-Level CUREs from Traditional Experiences in the Classroom (2022) · cites this paper as [17]
The Discussion section, “Documented Learning Gains in Student Ability to Interpret Data,” reports improved ability to analyze data and draw conclusions from experiments. However, the Evaluation Methods section says the authors did not test content knowledge because it was not a course goal, so this paper does not establish that gain. Page numbers were unavailable in our copy. (LLM, conf=0.91)
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- Authors
- Brownell, S. E., Hekmat-Scafe, D. S., Singla, V., Chandler Seawell, P., Conklin Imam, J. F., Eddy, S. L., Stearns, T., & Cyert, M. S.
- Affiliations
- Stanford University (US)
- *Department of Biology, Stanford University, Stanford, CA 94305-5020
- University of Washington (US)
- Corresponding author
- Brownell, Sara E.
- Venue
- CBE—Life Sciences Education
- Published
- 2015-06
- Volume
- 14
- Issue
- 2
- Pages
- ar21
- ISSN
- 1931-7913 (ISSN-L)
- PMC
- PMC4477737
- OpenAlex
- W1864678345
- Cited by
- 287
- References
- 37
- Citations by year
- 2026: 18 · 2025: 17 · 2024: 27 · 2023: 33 · 2022: 43 · 2021: 36 · 2020: 29 · 2019: 27 · 2018: 18 · 2017: 21 · 2016: 14 · 2015: 4
- FWCI
- 95.05
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
- Europe PMC (PubMed Central) (publishedVersion, cc-by-nc-sa)
- PubMed Central (publishedVersion, cc-by-nc-sa)
- PubMed (publishedVersion)
- Funders
- National Science Foundation (0941984)
- Howard Hughes Medical Institute
- University of Pennsylvania
- Pennsylvania State University
- Stanford Graduate School of Education
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Innovative Teaching Methods
- Life Sciences › Neuroscience › Cognitive Neuroscience › Undergraduate Neuroscience Education and Research
- Keywords
- course-based undergraduate research experiences, scientific thinking, student conceptions of science, data interpretation, p53 point mutations, tumor suppressor, research skills development
- MeSH terms
- Concept Formation, Curriculum, Female, Humans, Laboratories, Male, Research, Science, Statistics as Topic, Students, Thinking, Universities, Program Evaluation
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