Learning science by doing science: an authentic science process-learning model in postsecondary education

ABSTRACT

Research on understanding the full extent that an authentic science research experience engages students in how scientists think and act is sparse. ‘Learning-science-by-doing-science’ (LSDS) is an emerging self-guided process-learning model in postsecondary science education. It offers authentic science research opportunities that drive students to think and act like scientists. This study investigates the LSDS approach as a potential model for science learning at postsecondary level and aims to answer a main research inquiry – what are the students’ and teaching staff’s perceptions of students’ learning gains and the quality of their learning experiences in an authentic research environment within the LSDS model? To answer this question, data were collected from the students, alumni, instructors, teaching assistants and the program director via questionnaires, focus groups and interviews. Students’ and staff’s lived experiences and their perceptions on their authentic research experiences within the LSDS model were used to articulate the key attributes and stages of the LSDS model. The outcomes of this study can be used to help other science programs implement similar authentic research process learning approaches in their own contexts.

KEYWORDS:

• Authentic science undergraduate research
• learning science by doing science
• become a scientist

Acknowledgements

We would like to thank the Faculty of Science’s C-LAB Teaching & Learning Development Program for supporting this research. Thanks are extended to Taylor institute for teaching and learning for indirectly supporting this research by offering teaching development programs and workshops and sharing teaching and learning resources when needed. We would also like to thank the Nanoscience program staff for the fruitful discussions and collaboration on this project.

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Hagar Ibrahim Labouta http://orcid.org/0000-0001-7344-5893

David Cramb http://orcid.org/0000-0003-2494-0091