BSCS Science Learning, Colorado Springs, CO 80918.
Department of Biological Sciences, Clemson University, Clemson, SC 29631.
CBE Life Sci Educ. 2021 Dec;20(4):ar58. doi: 10.1187/cbe.20-11-0255.
Knowledge construction is an essential scientific practice, and undergraduate research experiences (UREs) provide opportunities for students to engage with this scientific practice in an authentic context. While participating in UREs, students develop conceptualizations about how science gathers, evaluates, and constructs knowledge (science epistemology) that align with scientific practice. However, there have been few studies focusing on how students' science epistemologies develop during these experiences. Through the analysis of written reflections and three research papers and by leveraging methods informed by collaborative autoethnography, we construct a case study of one student, describing the development of her science epistemology and scientific agency during her time participating in a biology education URE. Through her reflections and self-analysis, the student describes her context-dependent science epistemology, and how she discovered a new role as a critic of scientific papers. These results have implications for the use of written reflections to facilitate epistemic development during UREs and the role of classroom culture in the development of scientific agency.
知识建构是一种重要的科学实践，而本科生研究经历（Undergraduate Research Experiences，简称 UREs）为学生提供了在真实情境中参与这种科学实践的机会。在参与 UREs 的过程中，学生形成了对科学如何收集、评估和构建知识（科学认识论）的概念化理解，这些理解与科学实践相一致。然而，很少有研究关注学生在这些经历中如何发展他们的科学认识论。通过对书面反思和三篇研究论文的分析，并利用合作自传体方法提供的方法，我们构建了一个学生的案例研究，描述了她在参与生物学教育 URE 期间科学认识论和科学能动性的发展。通过她的反思和自我分析，学生描述了她的情境依赖科学认识论，以及她如何发现自己作为科学论文批评者的新角色。这些结果对于使用书面反思来促进 URE 期间的认识论发展以及课堂文化在科学能动性发展中的作用具有启示意义。
