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Undergraduate engineering students' perceptions of research and researchers

机译：本科工程学生对研究和研究人员的看法

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Background Participating in undergraduate research experiences (UREs) supports the development of engineering students' technical and professional skills. However, little is known about the perceptions of research or researchers that students develop through these experiences. Understanding these perceptions will provide insight into how students come to understand knowledge evaluation and creation, while allowing research advisors to better support student development. Purpose In this paper, we explore how undergraduate engineering students perceive what it means to do research and be a researcher, using identity and epistemic cognition as sensitizing concepts. Our goal is to explore students' views of UREs to make the benefits of these experiences more accessible. Design/Method We created and adapted open-ended survey items from previously published studies. We collected responses from mechanical and biomedical engineering undergraduates at five institutions (n= 154) and used an inductive approach to analyze responses. Results We developed four salient themes from our analysis: (a) research results in discovery, (b) research includes dissemination such as authorship, (c) research findings are integrated into society, and (d) researchers demonstrate self-regulation. Conclusions The four themes highlight factors that students perceive as part of a researcher identity and aspects of epistemic cognition in the context of UREs. These results suggest structuring UREs to provide opportunities for discovery, dissemination, societal impact, and self-regulation will help support students in their development as researchers.
机译：背景技术参与本科研究经验（URES）支持工程学生的技术和专业技能的发展。然而，关于学生通过这些经历发展的研究或研究人员的看法很少。了解这些看法将深入了解学生如何了解知识评估和创造，同时允许研究顾问更好地支持学生发展。目的在本文中，我们探讨了本科工程学生如何感知到研究和成为研究人员的意义，使用身份和认知认知作为敏感概念。我们的目标是探讨学生对ures的看法，使这些经历的益处更容易获得。设计/方法我们创建和调整了先前发布的研究的开放式调查项目。我们在五个机构（n = 154）收集了机械和生物医学工程本科生的反应，并使用了归纳方法来分析响应。结果我们从我们的分析开发了四个显着的主题：（a）发现的研究成果，（b）研究包括诸如作者，（c）研究结果纳入社会的传播，（d）研究人员证明了自我监管。结论这四个主题突出了学生作为研究人员认知的一部分的因素，在ures的背景下的研究员认知的一部分。这些结果表明，构建ures为发现，传播，社会影响以及自我监管提供机会，有助于支持学生作为研究人员的发展。

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