What Happens When Undergraduate Biology Students Meet with Professional Scientists to Discuss Research? An Exploratory Investigation into Scientific Discourse, Motivation, and Sense of Belonging
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| Title: | What Happens When Undergraduate Biology Students Meet with Professional Scientists to Discuss Research? An Exploratory Investigation into Scientific Discourse, Motivation, and Sense of Belonging |
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| Language: | English |
| Authors: | Alexandra Machrone, Mainlyng Duenas, Amy Acosta, Roxana Alvarez, Hannah Bruce-Opris, Robin Castellano, Kyriaki Chatzikyriakidou, Kassandra Concepcion, Jessica Colon, Sophia Hawks, Eva Knekta, Valery Mardini, Laura Moralejo, Shagayeg Mousavi, Lai Ng Duarte, Arielis Perez, Enza Russoniello, Melissa McCartney |
| Source: | CBE - Life Sciences Education. 2025 24(1). |
| Availability: | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Biology, Science Education, Scientists, Sense of Belonging, Communities of Practice, Discourse Communities, Student Motivation, Educational Cooperation, Interprofessional Relationship, Student Participation, Inquiry |
| DOI: | 10.1187/cbe.24-08-0209 |
| ISSN: | 1931-7913 |
| Abstract: | Engagement in scientific discourse is an essential part of becoming a scientist. In this exploratory study, we aim to examine the scientific discourse (and resulting benefits) between undergraduate biology students and professional scientists. We developed a novel method for engaging in scientific discourse, grounded in the theory of legitimate peripheral participation, where undergraduate biology students participate in communities of practice within their own departments. Students selected a piece of primary scientific literature (PSL) from a professional scientist in their department and, after spending time annotating the PSL, met with the professional scientist to engage in scientific discourse. We analyzed the time students spent speaking and characterized questions students ask professional scientists. In addition, student motivation for reading PSL and students' sense of belonging to their department shifted positively, suggesting that students are integrating into the scientific community of practice being formed between students and professional scientists. We discuss best practices for supporting effective scientific discourse between undergraduates and scientists. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463712 |
| Database: | ERIC |
| Abstract: | Engagement in scientific discourse is an essential part of becoming a scientist. In this exploratory study, we aim to examine the scientific discourse (and resulting benefits) between undergraduate biology students and professional scientists. We developed a novel method for engaging in scientific discourse, grounded in the theory of legitimate peripheral participation, where undergraduate biology students participate in communities of practice within their own departments. Students selected a piece of primary scientific literature (PSL) from a professional scientist in their department and, after spending time annotating the PSL, met with the professional scientist to engage in scientific discourse. We analyzed the time students spent speaking and characterized questions students ask professional scientists. In addition, student motivation for reading PSL and students' sense of belonging to their department shifted positively, suggesting that students are integrating into the scientific community of practice being formed between students and professional scientists. We discuss best practices for supporting effective scientific discourse between undergraduates and scientists. |
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| ISSN: | 1931-7913 |
| DOI: | 10.1187/cbe.24-08-0209 |
