Journal Article Detail Page
written by
Anne-Barrie Hunter, Sandra L. Laursen, and Elaine Seymour
edited by Nancy C. Brickhouse
In this ethnographic study of summer undergraduate research (UR) experiences at four liberal arts colleges, where faculty and students work collaboratively on a project of mutual interest in an apprenticeship of authentic science research work, analysis of the accounts of faculty and student participants yields comparative insights into the structural elements of this form of UR program and its benefits for students. Comparison of the perspectives of faculty and their students revealed considerable agreement on the nature, range, and extent of students' UR gains. Specific student gains relating to the process of "becoming a scientist" were described and illustrated by both groups. Faculty framed these gains as part of professional socialization into the sciences. In contrast, students emphasized their personal and intellectual development, with little awareness of their socialization into professional practice. Viewing study findings through the lens of social constructivist learning theories demonstrates that the characteristics of these UR programs, how faculty practice UR in these colleges, and students' outcomes--including cognitive and personal growth and the development of a professional identity--strongly exemplify many facets of these theories, particularly, student-centered and situated learning as part of cognitive apprenticeship in a community of practice
Science Education: Volume 91, Issue 1, Pages 36-74
ComPADRE is beta testing Citation Styles!
Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=13785">Hunter, A, S. Laursen, and E. Seymour. "Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development." Sci. Educ. 91, no. 1, (October 12, 2006): 36-74.</a>
AIP Format
A. Hunter, S. Laursen, and E. Seymour, , Sci. Educ. 91 (1), 36 (2006), WWW Document, (https://doi.org/10.1002/sce.20173).
AJP/PRST-PER
A. Hunter, S. Laursen, and E. Seymour, Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development, Sci. Educ. 91 (1), 36 (2006), <https://doi.org/10.1002/sce.20173>.
APA Format
Hunter, A., Laursen, S., & Seymour, E. (2006, October 12). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Sci. Educ., 91(1), 36-74. Retrieved October 11, 2024, from https://doi.org/10.1002/sce.20173
Chicago Format
Hunter, A, S. Laursen, and E. Seymour. "Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development." Sci. Educ. 91, no. 1, (October 12, 2006): 36-74, https://doi.org/10.1002/sce.20173 (accessed 11 October 2024).
MLA Format
Hunter, Anne-Barrie, Sandra Laursen, and Elaine Seymour. "Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development." Sci. Educ. 91.1 (2006): 36-74. 11 Oct. 2024 <https://doi.org/10.1002/sce.20173>.
BibTeX Export Format
@article{
Author = "Anne-Barrie Hunter and Sandra Laursen and Elaine Seymour",
Title = {Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development},
Journal = {Sci. Educ.},
Volume = {91},
Number = {1},
Pages = {36-74},
Month = {October},
Year = {2006}
}
Refer Export Format
%A Anne-Barrie Hunter %A Sandra Laursen %A Elaine Seymour %T Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development %J Sci. Educ. %E Nancy C. Brickhouse, (ed) %V 91 %N 1 %D October 12, 2006 %P 36-74 %U https://doi.org/10.1002/sce.20173 %O application/pdf
EndNote Export Format
%0 Journal Article %A Hunter, Anne-Barrie %A Laursen, Sandra %A Seymour, Elaine %D October 12, 2006 %T Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development %E Brickhouse, Nancy C. %J Sci. Educ. %V 91 %N 1 %P 36-74 %8 October 12, 2006 %U https://doi.org/10.1002/sce.20173 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
ContributeSimilar Materials |