The potential of complex challenges in undergraduate research to stimulate transformative learning
DOI:
https://doi.org/10.5324/njsteme.v1i1.2339Resumé
In the present study, I describe and evaluate the transformative learning potential of authentic research projects that students engage in a course on tissue engineering at Chalmers University of Technology. Through the use of weekly reflective diaries and interviews, I explore how students change their perspective on what learning means to them and the purpose of higher education. Based on the empirical data and scientific literature, I discuss complex challenges as one emerging and deciding factor that helps students to have transformative learning experiences. At the end, some general pointers will be provided on how educators can approach the integration of complex challenges into their own courses and settings.Downloads
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Referencer
Auchincloss, L. C., Laursen, S. L., Branchaw, J. L., Eagan, K., Graham, M., Hanauer, D. I., … Dolan, E. L. (2014). Assessment of course-based undergraduate research experiences: a meeting report. CBE Life Sciences Education, 13(1), 29–40.
Ballen, C. J., Blum, J. E., Brownell, S., Hebert, S., Hewlett, J., Klein, J. R., … Cotner, S. (2017). A call to develop course-based undergraduate research experiences (CUREs) for Nonmajors courses. CBE Life Sciences Education, 16(2), 1–7.
Biesta, G. J. J. (2009). On the weakness of Education. Philosophy of Education, 354–362.
Biesta, G. J. J. (2013). Beautiful Risk of Education. New York, NY: Routledge Taylor & Francis Group.
Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185–205). Cambridge, MA: The MIT Press.
Bråten, I., & Strømsø, H. I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, 75(4), 539–565.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66(5), 603–618.
Collier, A., & Friend, C. (2016). Questioning Learning. Hybrid Pod, (Episode 9).
Corwin, L. A., Graham, M. J., & Dolan, E. L. (2015). Modeling course-based undergraduate research experiences: An agenda for future research and evaluation. CBE Life Sciences Education, 14(1), 1–13.
Dolan, E., & Johnson, D. (2009). Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors. Journal of Science Education and Technology, 18(6), 487–500.
English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem- and project-based learning. Interdisciplinary Journal of E-Learning and Learning Objects, 7(2), 128–150.
Felder, R. M., & Brent, R. (2004). The Intellectual Development of Science and Engineering Students. Part 1: Models and Challenges. Journal of Engineering Education, 93(4), 269–277.
Giroux, H. (2002). Neoliberalism , Corporate Culture , and the Promise of Higher Education : The University as a Democratic Public Sphere. Harvard Educational Review, 72(4), 425–464.
Harvey, D. (2005). A Brief History of Neoliberalism. New York, NY: Oxford University Press, Inc.
Hofer, B. K., & Pintrich, P. R. (2015). The Development of Epistemological Theories : Beliefs About Knowledge and Knowing and Their Relation to Learning. Review of Educational Research, 67(1), 88–140.
Illeris, K. (2014). Transformative Learning and Identity. Journal of Transformative Education, 12(2), 148–163.
Jarvis, P. (2001). Journal writing in health education. New Directions for Adult and Continuing Education, 2001, 79–86.
Jenkins, A., & Healey, M. (2009). Developing the student as a researcher through the curriculum, 1–5.
Jonassen, D., Strobel, J., & Lee, C. B. (2006). Everyday Problem Solving in Engineering: Lessons for Engineering Educators. Journal of Engineering Education, 95(2), 139–151.
Kenny, S. S., Alberts, B., Booth, W. C., Glaser, M., Glassick, C. E., Ikenberry, S. O., … Yang, C. N. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. (The Boyer Commission on Educating Undergraduates in the Research University, Ed.). New York, NY: Stony Brook.
King, P. M., & Magolda, M. B. B. (1996). A Developmental Perspective on Learning. Journal of College Student Development, 37(2), 163–173.
Kuh, G. D. (2008). High-Impact Educational Practices. Washington, DC: Association of American Colleges and Universities.
Lahtinen, A.-M., & Pehkonen, L. (2012). “Seeing things in a new light”: conditions for changes in the epistemological beliefs of university students. Journal of Further and Higher Education, 9486(October 2014), 1–19.
Lopatto, D. (2009). Science in Solution: The impact of undergraduate research on student learning. Tucson, AZ: Research Corporation for Science Advancement.
Magolda, M. B. B. (2007). Self-authorship: The foundation for twenty-first-century education. New Directions for Teaching and Learning, 2007(109), 69–83.
Meyer, J. H. F., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49(3), 373–388.
Mezirow, J. (1997). Transformative Learning: Theory to Practice Transformative Learning Theory. Transformative Learning (Mezirow, (74), 5–12.
Moore, J. (2005). Is Higher Education Ready for Transformative Learning?: A Question Explored in the Study of Sustainability. Journal of Transformative Education, 3(1), 76–91.
Muis, K. R. (2007). The Role of Epistemic Beliefs in Self-Regulated Learning. Educational Psychologist, 42(3), 173–190.
Nilson, L. B. (2013). Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills. Sterling, VA: Stylus Publishing, LLC.
Olssen, M., & Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: from the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313–345.
Palmer, R. J., Hunt, A. N., Neal, M., & Wuetherick, B. (2015). Mentoring, Undergraduate Research, and Identity Development: A Conceptual Review and Research Agenda. Mentoring & Tutoring: Partnership in Learning, 1267(April 2016), 1–16.
Pedaste, M., Mäeots, M., Siiman, L. a., de Jong, T., van Riesen, S. a. N., Kamp, E. T., … Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61.
Prince, M., & Felder, R. (2006). Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases. Journal of Engineering Education, 95(2), 123–138.
Sadler, T. D., & Mckinney, L. (2010). Scientific Research for Undergraduate Students: A Review of the Literature. Research and Teaching, 39(5), 43–49.
Schuster, E., Wallin, P., Klose, F. P., Gold, J., & Ström, A. (2017). Correlating network structure with functional properties of capillary alginate gels for muscle fiber formation. Food Hydrocolloids, 72, 210–218.
Taylor, E. W. (2008). Transformative learning theory. New Directions for Adult and Continuing Education, 2008(119), 5–15.
Thomas, D. R. (2006). A General Inductive Approach for Analyzing Qualitative Evaluation Data. American Journal of Evaluation, 27(2), 237–246.
Walker, S. E. (2006). Journal writing as a teaching technique to promote reflection. Journal of Athletic Training, 41(2), 216–221.
Wallin, P., Adawi, T., & Gold, J. (2016). Reflective diaries – A tool for promoting and probing student learning. In 12th International CDIO Conference. Turku, Finland.
Wallin, P., Adawi, T., & Gold, J. (2017). Linking teaching and research in an undergraduate course and exploring student learning experiences. European Journal of Engineering Education, 42(1), 58–74.
Wallin, P., Gold, J., & Adawi, T. (2013). Tasting Genuine Research in a Course on Tissue Engineering. In 41th Annual SEFI Conference, Leuven, Belgium.
Wankat, P. C. (2002). The Effective, Efficient Professor: Teaching, Scholarship, and Service. Boston, NJ: Allyn and Bacon.
Yorke, M. (2003). Formative assessment in higher education : Moves towards theory and the enhancement of pedagogic practice. Higher Education, (45), 477–501.
Zimmerman, D. H., & Wieder, D. L. (1977). The Diary: “Diary-Interview Method.” Urban Life, 5(4), 479–499.
Ballen, C. J., Blum, J. E., Brownell, S., Hebert, S., Hewlett, J., Klein, J. R., … Cotner, S. (2017). A call to develop course-based undergraduate research experiences (CUREs) for Nonmajors courses. CBE Life Sciences Education, 16(2), 1–7.
Biesta, G. J. J. (2009). On the weakness of Education. Philosophy of Education, 354–362.
Biesta, G. J. J. (2013). Beautiful Risk of Education. New York, NY: Routledge Taylor & Francis Group.
Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185–205). Cambridge, MA: The MIT Press.
Bråten, I., & Strømsø, H. I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, 75(4), 539–565.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66(5), 603–618.
Collier, A., & Friend, C. (2016). Questioning Learning. Hybrid Pod, (Episode 9).
Corwin, L. A., Graham, M. J., & Dolan, E. L. (2015). Modeling course-based undergraduate research experiences: An agenda for future research and evaluation. CBE Life Sciences Education, 14(1), 1–13.
Dolan, E., & Johnson, D. (2009). Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors. Journal of Science Education and Technology, 18(6), 487–500.
English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem- and project-based learning. Interdisciplinary Journal of E-Learning and Learning Objects, 7(2), 128–150.
Felder, R. M., & Brent, R. (2004). The Intellectual Development of Science and Engineering Students. Part 1: Models and Challenges. Journal of Engineering Education, 93(4), 269–277.
Giroux, H. (2002). Neoliberalism , Corporate Culture , and the Promise of Higher Education : The University as a Democratic Public Sphere. Harvard Educational Review, 72(4), 425–464.
Harvey, D. (2005). A Brief History of Neoliberalism. New York, NY: Oxford University Press, Inc.
Hofer, B. K., & Pintrich, P. R. (2015). The Development of Epistemological Theories : Beliefs About Knowledge and Knowing and Their Relation to Learning. Review of Educational Research, 67(1), 88–140.
Illeris, K. (2014). Transformative Learning and Identity. Journal of Transformative Education, 12(2), 148–163.
Jarvis, P. (2001). Journal writing in health education. New Directions for Adult and Continuing Education, 2001, 79–86.
Jenkins, A., & Healey, M. (2009). Developing the student as a researcher through the curriculum, 1–5.
Jonassen, D., Strobel, J., & Lee, C. B. (2006). Everyday Problem Solving in Engineering: Lessons for Engineering Educators. Journal of Engineering Education, 95(2), 139–151.
Kenny, S. S., Alberts, B., Booth, W. C., Glaser, M., Glassick, C. E., Ikenberry, S. O., … Yang, C. N. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. (The Boyer Commission on Educating Undergraduates in the Research University, Ed.). New York, NY: Stony Brook.
King, P. M., & Magolda, M. B. B. (1996). A Developmental Perspective on Learning. Journal of College Student Development, 37(2), 163–173.
Kuh, G. D. (2008). High-Impact Educational Practices. Washington, DC: Association of American Colleges and Universities.
Lahtinen, A.-M., & Pehkonen, L. (2012). “Seeing things in a new light”: conditions for changes in the epistemological beliefs of university students. Journal of Further and Higher Education, 9486(October 2014), 1–19.
Lopatto, D. (2009). Science in Solution: The impact of undergraduate research on student learning. Tucson, AZ: Research Corporation for Science Advancement.
Magolda, M. B. B. (2007). Self-authorship: The foundation for twenty-first-century education. New Directions for Teaching and Learning, 2007(109), 69–83.
Meyer, J. H. F., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49(3), 373–388.
Mezirow, J. (1997). Transformative Learning: Theory to Practice Transformative Learning Theory. Transformative Learning (Mezirow, (74), 5–12.
Moore, J. (2005). Is Higher Education Ready for Transformative Learning?: A Question Explored in the Study of Sustainability. Journal of Transformative Education, 3(1), 76–91.
Muis, K. R. (2007). The Role of Epistemic Beliefs in Self-Regulated Learning. Educational Psychologist, 42(3), 173–190.
Nilson, L. B. (2013). Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills. Sterling, VA: Stylus Publishing, LLC.
Olssen, M., & Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: from the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313–345.
Palmer, R. J., Hunt, A. N., Neal, M., & Wuetherick, B. (2015). Mentoring, Undergraduate Research, and Identity Development: A Conceptual Review and Research Agenda. Mentoring & Tutoring: Partnership in Learning, 1267(April 2016), 1–16.
Pedaste, M., Mäeots, M., Siiman, L. a., de Jong, T., van Riesen, S. a. N., Kamp, E. T., … Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61.
Prince, M., & Felder, R. (2006). Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases. Journal of Engineering Education, 95(2), 123–138.
Sadler, T. D., & Mckinney, L. (2010). Scientific Research for Undergraduate Students: A Review of the Literature. Research and Teaching, 39(5), 43–49.
Schuster, E., Wallin, P., Klose, F. P., Gold, J., & Ström, A. (2017). Correlating network structure with functional properties of capillary alginate gels for muscle fiber formation. Food Hydrocolloids, 72, 210–218.
Taylor, E. W. (2008). Transformative learning theory. New Directions for Adult and Continuing Education, 2008(119), 5–15.
Thomas, D. R. (2006). A General Inductive Approach for Analyzing Qualitative Evaluation Data. American Journal of Evaluation, 27(2), 237–246.
Walker, S. E. (2006). Journal writing as a teaching technique to promote reflection. Journal of Athletic Training, 41(2), 216–221.
Wallin, P., Adawi, T., & Gold, J. (2016). Reflective diaries – A tool for promoting and probing student learning. In 12th International CDIO Conference. Turku, Finland.
Wallin, P., Adawi, T., & Gold, J. (2017). Linking teaching and research in an undergraduate course and exploring student learning experiences. European Journal of Engineering Education, 42(1), 58–74.
Wallin, P., Gold, J., & Adawi, T. (2013). Tasting Genuine Research in a Course on Tissue Engineering. In 41th Annual SEFI Conference, Leuven, Belgium.
Wankat, P. C. (2002). The Effective, Efficient Professor: Teaching, Scholarship, and Service. Boston, NJ: Allyn and Bacon.
Yorke, M. (2003). Formative assessment in higher education : Moves towards theory and the enhancement of pedagogic practice. Higher Education, (45), 477–501.
Zimmerman, D. H., & Wieder, D. L. (1977). The Diary: “Diary-Interview Method.” Urban Life, 5(4), 479–499.
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2017-11-15
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Nordic Journal of STEM Education - Full Articles
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