Department of Biology, Syracuse University, Syracuse, NY 13210.
Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455.
CBE Life Sci Educ. 2022 Jun;21(2):ar36. doi: 10.1187/cbe.21-10-0304.
Undergraduate students interact with the culture of scientific research when they participate in direct mentorship experiences and laboratory courses such as course-based undergraduate research experiences (CUREs). Much work has been done to explore how CUREs impact the interest, motivation, and retention of undergraduate students in science. However, little work has been done exploring students' experiences and perceptions of the culture of scientific research in the CURE context, and how different CURE models representing different subfields of science impact these experiences and perceptions. This study explored which cultural aspects of scientific research students experienced after participating in a CURE and whether their perceptions of those cultural aspects differed based on students' participation in a bench-based or computer-based research project. Students discussed the Practices and Norms/Expectations of scientific research most frequently. Students in the bench-based and computer-based project areas mentioned different cultural aspects as important to their experiences. Bench-based and computational students also had different perceptions of some of the same cultural aspects, including Teamwork, Freedom & Independence, and Persistence & Resilience. These results suggest that different CURE models differentially impact students' experiences and perceptions of the culture of scientific research, which has implications for examining how students move into scientific research.
本科生在参与直接指导经验和实验室课程（如基于课程的本科生研究经验 (CURE)）时，会与科研文化互动。已经做了很多工作来探索 CURE 如何影响本科生对科学的兴趣、动机和保留率。然而，很少有工作探索学生在 CURE 背景下对科研文化的体验和看法，以及代表不同科学子领域的不同 CURE 模式如何影响这些体验和看法。本研究探讨了学生在参加 CURE 后经历了哪些科研文化方面，以及他们对这些文化方面的看法是否因学生参加基于实验室的或基于计算机的研究项目而有所不同。学生们最常讨论科研的实践和规范/期望。来自实验室和计算机项目领域的学生提到了不同的文化方面对他们的经验很重要。基于实验室和计算的学生对一些相同的文化方面也有不同的看法，包括团队合作、自由与独立以及坚持与韧性。这些结果表明，不同的 CURE 模式对学生对科研文化的体验和看法产生不同的影响，这对研究学生如何进入科研领域具有重要意义。
