• Login
    View Item 
    •   Shocker Open Access Repository Home
    • Applied Studies
    • School of Education (SoE)
    • SoE Faculty Scholarship
    • SoE Faculty Research Works
    • View Item
    •   Shocker Open Access Repository Home
    • Applied Studies
    • School of Education (SoE)
    • SoE Faculty Scholarship
    • SoE Faculty Research Works
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Models and impacts of science research experiences: a review of the literature of CUREs, UREs, and TREs

    View/Open
    Krim_2019.pdf (545.6Kb)
    Date
    2019-11-29
    Author
    Krim, Jessica S.
    Cote, Laleh E.
    Schwartz, Renee S.
    Stone, Elisa M.
    Cleeves, Jessica J.
    Barry, Kelly J.
    Burgess, Wilella Daniels
    Buxner, Sanlyn R.
    Gerton, Jordan M.
    Horvath, Lawrence
    Keller, John M.
    Lee, Soon-chun
    Locke, Sharon M.
    Rebar, Bryan M.
    Metadata
    Show full item record
    Citation
    Jessica S. Krim, Laleh E. Coté, Renée S. Schwartz, Elisa M. Stone, Jessica J. Cleeves, Kelly J. Barry, Wilella Burgess, Sanlyn R. Buxner, Jordan M. Gerton, Lawrence Horvath, John M. Keller, Soon Chun Lee, Sharon M. Locke, and Bryan M. Rebar. Models and impacts of science research experiences: a review of the literature of CUREs, UREs, and TREs. CBE—Life Sciences Education 2019 18:4
    Abstract
    In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs). Prior literature reviews detail a variety of models, benefits, and challenges and call for the continued examination of program elements and associated impacts. This paper reports a comprehensive review of 307 papers published between 2007 and 2017 that include CURE, URE, and TRE programs, with a special focus on research experiences for K-12 teachers. A research-supported conceptual model of science research experiences was used to develop a coding scheme, including participant demographics, theoretical frameworks, methodology, and reported outcomes. We summarize recent reports on program impacts and identify gaps or misalignments between goals and measured outcomes. The field of biology was the predominant scientific disciplinary focus. Findings suggest a lack of studies explicitly targeting 1) participation and outcomes related to learners from underrepresented populations, 2) a theoretical framework that guides program design and analysis, and, for TREs, 3) methods for translation of research experiences into K-12 instructional practices, and 4) measurement of impact on K-12 instructional practices.
    Description
    © 2019 J. S. Krim et al. CBE—Life Sciences Education © 2019 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
    URI
    https://doi.org/10.1187/cbe.19-03-0069
    http://hdl.handle.net/10057/16944
    Collections
    • SoE Faculty Research Works

    Browse

    All of Shocker Open Access RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsBy TypeThis CollectionBy Issue DateAuthorsTitlesSubjectsBy Type

    My Account

    LoginRegister

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    DSpace software copyright © 2002-2021  DuraSpace
    Contact Us | Send Feedback
    DSpace Express is a service operated by 
    Atmire NV