NeuroLab Research Experiences: Extending the CURE Design Framework into an Informal Science Setting Dedicated to Pre-College STEM Instruction

Published:2019, The Journal of STEM Outreach
J STEM Outreach

Published in final edited form as:
J STEM Outreach. 2019; 2(1): 10.15695/jstem/v2i1.08.
Published online 2019 Apr 25. doi: 10.15695/jstem/v2i1.08
Authors:Ralph Imondi, Kristin M. Bass, Ruchita Patel, and Linda Santschi
Type:Article
PMID:32832882 , PMCID:PMC7434106 , NIHMSID:NIHMS1616629
Keywords:

NeuroLab, Authentic Research Experiences, CURE, Course-based Undergraduate Research Experiences, STEM, Developmental Neuroscience Literacy

View Publication https://www.jstemoutreach.org/article/7958

Abstract

Course-based undergraduate research experiences (CUREs) represent distinctive learning environments that are organized around a well-articulated design framework aimed at broadening student participation in scientific research. Among the published descriptions of CURE models that are currently available in the education research literature, the vast majority have been implemented in four-year institutions of higher learning with undergraduate students. In this programmatic article, we utilize the CURE design framework to characterize a highly structured instructional intervention that engages upper-level high school students in basic research that bridges comparative functional genomics and developmental neuroscience. Our goal is to demonstrate the feasibility of using the CURE framework as a uniform reference point for other informal science programs aimed at making life science research accessible to younger learners. We conclude by discussing preliminary data on the program’s effects on students’ self-efficacy for conducting scientific research, collaborative abilities, and understanding of how scientific knowledge is constructed.