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Cited by 289Science Education and PedagogyInnovative Teaching MethodsUndergraduate Neuroscience Education and Research

The DOI matches its Crossref record; 36 of the 37 references it cites were found in a registry or an index.

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

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Brownell, Sara E., Hekmat-Scafe, Daria S., Singla, Veena, Chandler Seawell, Patricia, Conklin Imam, Jamie F., Eddy, Sarah L., Stearns, Tim, Cyert, Martha S.·2015·CBE—Life Sciences Education
DOI 10.1187/cbe.14-05-0092PMC PMC4477737
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Abstract

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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Figure 1. Research questions explored by students in the course over a 10-wk period. Students work through each of these questions to determine the functional defect of their mutant p53. The experimental protocols for each experiment have been developed; thus, the authenticity of the course stems from the data analysis on mutant alleles that have not previously been characterized, as well as the progressive refinement of student-articulated hypotheses and conclusions.
Figure 1. Research questions explored by students in the course over a 10-wk period. Students work through each of these questions to determine the functional defect of their mutant p53. The experimental protocols for each experiment have been developed; thus, the authenticity of the course stems from the data analysis on mutant alleles that have not previously been characterized, as well as the progressive refinement of student-articulated hypotheses and conclusions.CC BY-NC-SA · PubMed Central
Figure 2. Collaboration among students in the course. Students work with one partner on a specific mutant allele of p53 for the whole 10 wk. In each 20-student combined lab section, two pairs of partners work on each mutant. For mutant group discussions, students from different lab sections who all work on the same mutant p53 compare data.
Figure 2. Collaboration among students in the course. Students work with one partner on a specific mutant allele of p53 for the whole 10 wk. In each 20-student combined lab section, two pairs of partners work on each mutant. For mutant group discussions, students from different lab sections who all work on the same mutant p53 compare data.CC BY-NC-SA · PubMed Central

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Citations

Cites

Show all 37 references

Research works printed but not linked: 5

  1. American Association for the Advancement of Science, 2011, Vision and Change in Undergraduate Biology Education: A Call to Action
  2. Brownell SE, 2012, J Coll Sci Teach, 41, 36
  3. Druger M, 2004, NSTA Press
  4. Hurtado S, 2009, Thinking and Acting Like a Scientist: Investigating the Outcomes of Introductory Science and Math Courses
  5. Kloser MJ, 2013, J Coll Sci Teach, 42, 90

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Metadata

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.
ORCID
Venue
CBE—Life Sciences Education
Publisher
American Society for Cell Biology (ASCB)
Published
2015-06
Volume
14
Issue
2
Pages
ar21
ISSN
1931-7913 (ISSN-L)
DOI
10.1187/cbe.14-05-0092
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
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
  • Social Sciences › Education › 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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