Do We Need to Design Course-Based Undergraduate Research Experiences for Authenticity?

ABSTRACT: The recent push for more authentic teaching and learning in science, technology, engineering, and mathematics indicates a shared agreement that undergraduates require greater exposure to professional practices. There is considerable variation, however, in how "authentic" science education is defined. In this paper we present our definition of authenticity as it applies to an "authentic" large-scale undergraduate research experience (ALURE); we also look to the literature and the student voice for alternate perceptions around this concept. A metareview of science education literature confirmed the inconsistency in definitions and application of the notion of authentic science education. An exploration of how authenticity was explained in 604 reflections from ALURE and traditional laboratory

SUBMITTER: Rowland S 

PROVIDER: S-EPMC5132376 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature