Proposal Title
Students’ perceptions of research projects in a first-year integrated science program
Session Type
Presentation
Room
Somerville House, room 3345
Start Date
13-7-2023 10:30 AM
End Date
13-7-2023 10:50 AM
Keywords
research projects, Stuckey's Theory of Relevance, experiential learning, first-year, student perception
Primary Threads
Teaching and Learning Science
Abstract
Science One at the University of British Columbia (UBC) is an intensive, integrated first-year science program in which the 75 accepted students take math, chemistry, physics, and biology in a year-long cohort. They participate in term projects each semester which are supported by lessons in Scientific Thinking & Literacy, faculty mentorship and reflective exercises. In the term 2 project, students are tasked with answering a scientific research question of their choosing through experimentation or modeling. The term 2 project culminates in a written and oral report at the end of the year. This is a unique opportunity for students to gain hands-on experience with the scientific method while placing an emphasis on transferable skills.
We investigated the impact of the term 2 project on students’ perception of learning the scientific method. Students from the most recent cohort of Science One (2022-23) were recruited to participate. Using a mixed methods approach, we conducted a survey to assess the students’ perceptions of the project following completion of their final oral and written reports. Students were also invited to consent to the use of their term 2 reflection assignments to assess their attitudes and perspectives at multiple points throughout the project.
This presentation will detail the process of the term 2 project for both students and instructors and provide a detailed discussion of our results. We will conclude with an analysis of the benefits and limitations of expanding small-scale research projects into the broader science curriculum. This research was approved by the UBC Behavioural Research Ethics Board.
Elements of Engagement
Online engagement tools will be utilized throughout this presentation in alignment with the content. Polling and value lines will be used to determine the ways in which participants teach the scientific method in first year science courses. A think pair share style discussion on experiential learning will be used as a prelude to the theoretical framework used in this research. Additionally, participants will be asked to reflect on what relevance means to them in the context of learning science. A small group discussion, in interdisciplinary groups, will be utilized at the end of the session to allow participants to consider how small-scale research projects may be used in their own teaching contexts and how to overcome potential limitations.
Students’ perceptions of research projects in a first-year integrated science program
Somerville House, room 3345
Science One at the University of British Columbia (UBC) is an intensive, integrated first-year science program in which the 75 accepted students take math, chemistry, physics, and biology in a year-long cohort. They participate in term projects each semester which are supported by lessons in Scientific Thinking & Literacy, faculty mentorship and reflective exercises. In the term 2 project, students are tasked with answering a scientific research question of their choosing through experimentation or modeling. The term 2 project culminates in a written and oral report at the end of the year. This is a unique opportunity for students to gain hands-on experience with the scientific method while placing an emphasis on transferable skills.
We investigated the impact of the term 2 project on students’ perception of learning the scientific method. Students from the most recent cohort of Science One (2022-23) were recruited to participate. Using a mixed methods approach, we conducted a survey to assess the students’ perceptions of the project following completion of their final oral and written reports. Students were also invited to consent to the use of their term 2 reflection assignments to assess their attitudes and perspectives at multiple points throughout the project.
This presentation will detail the process of the term 2 project for both students and instructors and provide a detailed discussion of our results. We will conclude with an analysis of the benefits and limitations of expanding small-scale research projects into the broader science curriculum. This research was approved by the UBC Behavioural Research Ethics Board.