Abstract
Research apprenticeships for secondary students provide authentic contexts for learning science in which students engage in scientific investigations with practicing scientists in working laboratory groups. Student experiences in these research apprenticeships vary depending on the individual nature of the laboratory in which students have been placed. This study explores potential relationships among student experiences in apprenticeship contexts and desired student outcomes (e.g. science content knowledge, understandings of nature of science, and aspirations for science oriented career plans). The following two research questions guided the study: How do participant experiences in and outcomes resulting from an authentic research program for high school students vary? How does variation in participant experiences in an authentic research program relate to participant outcomes? Primary data sources were student and mentor interviews in addition to student generated concept maps. Results indicated that the greatest variance in student experiences existed in the categories of collaboration, epistemic involvement, and understandings of the significance of research results. The greatest variation in desired student outcomes was observed in student understandings of nature of science and in students’ future science plans. Results suggested that collaboration and interest in the project were experience aspects most likely to be related to desired outcomes. Implications for the design of research apprenticeships for secondary students are discussed.
Similar content being viewed by others
References
Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naamon, R., Hofstein, A., et al. (2004). Inquiry in science education: International perspectives. Science Education, 88, 397–419.
Abraham, L. M. (2002). What do high school science students gain from field-based research apprenticeship programs? The Clearing House., 75, 229–232.
Barab, S. A., & Hay, K. E. (2001). Doing science at the elbows of experts: Issue related to the Science Apprenticeship Camp. Journal of Research in Science Teaching, 38, 70–102.
Bell, R. L., Blair, L. M., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students’ understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40, 487–509.
Bleicher, R. E. (1996). High school students learning science in university research laboratories. Journal of Research in Science Teaching, 33, 1115–1133.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 34–41.
Charney, J., Hmelo-Silver, C. E., Sofer, W., Neigeborn, L., Coletta, S., & Nemeroff, M. (2007). Cognitive apprenticeship in science through immersion in laboratory practices. International Journal of Science Education, 29, 195–213.
Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175–218.
Cooley, W. W., & Bassett, R. D. (1961). Evaluation and follow-up study of a summer science and mathematics program for talented secondary school students. Science Education, 45, 209–216.
Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research 3e: Techniques and Procedures for Developing Grounded Theory. Los Angeles: Sage Publications, Inc.
Davis, D. D. (1999). April). The research apprenticeship program: Promoting careers in biomedical sciences and the health professions for minority populations. Paper presented at the American Educational Research Association, Monreal, Ontario.
Duggan, S., & Gott, R. (1995). The place of investigations in practical work in the UK national curriculum for science. International Journal of Science Education, 17, 137–147.
Feldman, A., Divoll, K., & Rogan-Klyve, A. (2009). Research education of new scientists: implications for science teacher education. Journal of Research in Science Teaching, 46, 442–459.
France, B., & Bay, J. L. (2010). Questions students ask: Bridging the gap between scientists and students in a research institute classroom. International Journal of Science Education, 32, 173–194.
Gott, R., & Duggan, S. (1996). Practical work: Its role in the understanding of evidence in science. International Journal of Science Education, 18, 791–806.
Grindstaff, K., & Richmond, G. (2008). Learners’ perceptions of the role of peers in a research experience: Implications for the apprenticeship process, scientific inquiry, and collaborative work. Journal of Research in Science Teaching, 45, 251–271.
Haigh, M., France, B., & Forret, M. (2005). Is ‘doing science’ in New Zealand classrooms an expression of scientific inquiry? International Journal of Science Education, 27, 215–226.
Hay, K. E., & Barab, S. A. (2001). Constructivism in practice: A comparison and contrast of apprenticeship and constructionist learning environments. Journal of the Learning Sciences, 10, 281–322.
Hofstein, A., Navon, O., Kipnis, M., & Mamlok-Naaman, R. (2005). Developing students’ ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42, 791–806.
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88, 28–54.
Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal and professional development. Science Education, 91, 36–74.
King, D., Bellocchi, A., & Ritchie, S. M. (2008). Making connections: Learning and teaching chemistry in context. Research in Science Education, 38, 365–384.
Lave, J. (1991). Situating learning in communities of practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition. Washington, DC: American Psychological Association.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. New York: Cambridge University Press.
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331–359.
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). View of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39, 497–521.
Lewis, J. R., Kotur, M. S., Butt, O., Kulcarni, S., Riley, A. A., Ferrell, N., et al. (2002). Biotechnology apprenticeship for secondary-level students: Teaching advanced cell culture techniques for research. Cell Biology Education, 1, 26–42.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
Lopatto, D. (2004). Survey of undergraduate research experiences (SURE): First findings. Cell Biology Education, 3, 270–277.
Moss, D. M., Abrams, E. D., & Krull, J. A. (1998). Can we be scientists too? Secondary students’ perceptions of scientific research from a project-based classroom. Journal of Science Education and Technology, 7, 149–161.
Neber, H., & Anton, M. (2008). Promoting pre-experimental activities in high-school chemistry: Focusing on the role of students’ epistemic questions. International Journal of Science Education, 30, 1801–1821.
Novak, J. D., & Canas, A. J. (2007). Theoretical Origins of Concept Maps, How to Construct Them, and Uses in Education. Reflecting Education, 3, 29–42.
Rice, D. C., Ryan, J. M., & Samson, S. M. (1998). Using concept maps to assess student learning in the science classroom: must different methods compete? Journal of Research in Science Teaching, 35, 1103–1127.
Richmond, G., & Kurth, L. (1999). Moving from outside to inside: High school students’ use of apprenticeships as vehicles for entering the culture and practice of science. Journal of Research in Science Teaching, 36, 677–697.
Ritchie, S. M., & Rigano, D. L. (1996). Laboratory apprenticeship through a student research project. Journal of Research in Science Teaching, 33, 799–815.
Russell, S.H. (2006). Evaluation of NSF support for undergraduate research opportunities: Draft synthesis report.
Ryder, J., & Leach, J. (1999). University science students’ experiences of investigative project work and their images of science. International Journal of Science Education, 21, 945–956.
Sadler, T. S., Burgin, S., McKinney, L. L., & Ponjuan, L. (2010). Learning Science through Research Apprenticeships: A Critical Review of the Literature. Journal of Research in Science Teaching, 47, 235–256.
Sandoval, W. A. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry. Science Education, 89, 634–656.
Seymour, E., Hunter, A. B., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three year study. Science Education, 88, 493–534.
Stake, J. E., & Mares, K. R. (2001). Science enrichment programs for gifted high school girls and boys: Predictors of program impact on science confidence and motivation. Journal of Research in Science Teaching, 38, 1065–1088.
Stake, J. E., & Mares, K. R. (2005). Evaluating the impact of science-enrichment programs on adolescents’ science motivation and confidence: The splashdown effect. Journal of Research in Science Teaching, 42, 359–375.
Yin, Y., Vanides, J., Ruiz-Primo, M. A., Ayala, C. C., & Shavelson, R. J. (2005). Comparison of two concept-mapping techniques: implications for scoring, interpretation, and use. Journal of Research in Science Teaching, 42, 166–184.
Author information
Authors and Affiliations
Corresponding author
Additional information
This research was supported in part by a grant from the Francis C. & William P. Smallwood Foundation.
Rights and permissions
About this article
Cite this article
Burgin, S.R., Sadler, T.D. & Koroly, M.J. High School Student Participation in Scientific Research Apprenticeships: Variation in and Relationships Among Student Experiences and Outcomes. Res Sci Educ 42, 439–467 (2012). https://doi.org/10.1007/s11165-010-9205-2
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11165-010-9205-2