ERIC Number: EJ1204013
Record Type: Journal
Publication Date: 2019-Feb
Abstractor: As Provided
Undergraduate Research or Research-Based Courses: Which Is Most Beneficial for Science Students?
Olivares-Donoso, Ruby; González, Carlos
Research in Science Education, v49 n1 p91-107 Feb 2019
Over the last 25 years, both research literature and practice-oriented reports have claimed the need for improving the quality of undergraduate science education through linking research and teaching. Two manners of doing this are reported: undergraduate research and research-based courses. Although there are studies reporting benefits of participating in these experiences, few synthesize their findings. In this article, we present a literature review aimed at synthesizing and comparing results of the impact of participating in these research experiences to establish which approach is most beneficial for students to develop as scientists. Twenty studies on student participation in undergraduate research and research-based courses were reviewed. Results show that both types of experiences have positive effects on students. These results have implications for both practice and research. Regarding practice, we propose ideas for designing and implementing experiences that combine both types of experiences. Concerning research, we identify some methodological limitations that should be addressed in further studies.
Descriptors: Undergraduate Study, Teaching Methods, College Science, Program Effectiveness, Student Research, Undergraduate Students, Science Process Skills, Science Education
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: https://link.springer.com/
Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A