Who produces knowledge? Transforming undergraduate students' views of science through participatory action research.

Autor/inn/en	Weinberg, Andrea E.; Trott, Carlie D.; Sample McMeeking, Laura B.
Titel	Who produces knowledge? Transforming undergraduate students' views of science through participatory action research.
Quelle	In: Science education, 102 (2018) 6, S. 1155-1175Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21453
Schlagwörter	Naturwissenschaften; Studium; Studienmotivation; Verständnisförderung; Gesellschaftsrelevanz; Forschungsprojekt
Abstract	Undergraduate research experiences (UREs) that include interdisciplinary, engagement-oriented, and collaborative experiences have the potential to benefit students in unique ways. Through these innovative experiences, students are able to see the social impact and importance of their work-a factor known to strengthen the academic and career persistence of students traditionally underrepresented in science, technology, engineering, and mathematics (STEM) fields. In the present study, students assumed simultaneous roles as students, interdisciplinary researchers, and community liaisons as they facilitated a community-engaged participatory research project. Using interpretive phenomenological analysis, we explore students' evolving perspectives of knowledge generation and social change processes before, during, and after the URE. Findings emphasize participants' altered views of the respective roles of academic researchers and community members in generating knowledge, the value of interdisciplinary research, and the potential of innovative UREs to foster positive change-in academic and community contexts.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2020/3