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The biologist's apprentices: A role ...

University of Delaware., School of Education.

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The biologist's apprentices: A role for undergraduate research in premedical science education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The biologist's apprentices: A role for undergraduate research in premedical science education./
Author:	Kudish, Philip.
Description:	333 p.
Notes:	Adviser: Danielle J. Ford.
Contained By:	Dissertation Abstracts International70-01A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3344041

The biologist's apprentices: A role for undergraduate research in premedical science education.
Kudish, Philip.

The biologist's apprentices: A role for undergraduate research in premedical science education. - 333 p.

Adviser: Danielle J. Ford.

Thesis (Ph.D.)--University of Delaware, 2009.

This manuscript represents a project in two parts. Part one describes the perceptions of physicians, scientists and undergraduate researchers concerning if/why participation in undergraduate research is preparative for aspiring physicians. These communities in large part perceive that scientific habits appropriated through participation in professional research laboratories orient premedical students to medical classroom and clinical practices. Reasons for these perceptions are described. Topics of discussion include how these perceptions support descriptions of the nature of identities in communities of practice by situated cognition theorists. Part two describes the University-based undergraduate research experiences of four premedical students as they appropriate these selfsame habits. Themes in habit appropriation through these experiences are described in each case and across case studies. Patterns in habit appropriation which support the cognitive apprenticeship model of learning are also discussed. Situations comprising these experiences are described and discussed in terms of the convergence of these students' concurrent and desired future identities with their lived experiences as legitimate peripheral participants in the scientific community of practice. Formal and informal structures in the scientific community at the disciplinary, institutional and local levels were found to regulate the means and outcomes of scientific habit formation. Interplay between nascent scientific identities, established identities and desired physician identities were found to be of particular import to scientific enculturation through undergraduate research.Subjects--Topical Terms:

543175
Education, Higher.

The biologist's apprentices: A role for undergraduate research in premedical science education.
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245 1 4 $a The biologist's apprentices: A role for undergraduate research in premedical science education.
300 $a 333 p.
500 $a Adviser: Danielle J. Ford.
500 $a Source: Dissertation Abstracts International, Volume: 70-01, Section: A, page: .
502 $a Thesis (Ph.D.)--University of Delaware, 2009.
520 $a This manuscript represents a project in two parts. Part one describes the perceptions of physicians, scientists and undergraduate researchers concerning if/why participation in undergraduate research is preparative for aspiring physicians. These communities in large part perceive that scientific habits appropriated through participation in professional research laboratories orient premedical students to medical classroom and clinical practices. Reasons for these perceptions are described. Topics of discussion include how these perceptions support descriptions of the nature of identities in communities of practice by situated cognition theorists. Part two describes the University-based undergraduate research experiences of four premedical students as they appropriate these selfsame habits. Themes in habit appropriation through these experiences are described in each case and across case studies. Patterns in habit appropriation which support the cognitive apprenticeship model of learning are also discussed. Situations comprising these experiences are described and discussed in terms of the convergence of these students' concurrent and desired future identities with their lived experiences as legitimate peripheral participants in the scientific community of practice. Formal and informal structures in the scientific community at the disciplinary, institutional and local levels were found to regulate the means and outcomes of scientific habit formation. Interplay between nascent scientific identities, established identities and desired physician identities were found to be of particular import to scientific enculturation through undergraduate research.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3344041