First, our study defines and offers theoretical clarification of the concept of project ownership and its relevance to science education. We undertook this question with the goal of addressing four objectives. This statement suggests that research experiences are especially motivating and encouraging when students gain a “feeling of ownership” over their research projects.ĭespite recognition of the relationship between positive research experiences and project ownership, no studies explore this connection for undergraduate science, technology, engineering, and mathematics (STEM) research. These feelings help to motivate them to continue analyzing their new phage” ( Hatfull, 2010, p. In a discussion of factors that contribute to effective scientific inquiry experiences, Graham Hatfull, the lead scientist of a bacteriophage isolation and genomic description educational program, stated that “Isolating phages from environmental samples proves encouraging and exciting for students, giving them a sense of accomplishment and a feeling of ownership of their new virus. A study of the learning cycles of Nobel laureates identified the progression of events for several illustrious scientific careers that began with “nurturing” a sense of ownership through a passionate commitment to scientific inquiry ( Stewart, 1994). Undergraduate research experiences can offer students an opportunity to personalize and own science, ultimately increasing the chances of scientific careers for such students. ![]() ![]() Undergraduate research experiences are an important factor in attracting students to the sciences and helping them build a foundation for a scientific career ( Nagda et al., 1998 Seymour et al., 2004 Villarejo et al., 2008).
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