Undergraduate Research Experiences (UREs) are increasingly recognized as a high-impact practice in Science, Technology, Engineering, and Mathematics (STEM) education. Such experiences, which immerse students in authentic research activities under faculty mentorship, have been linked to a wide range of positive outcomes. Thus, this exploratory study investigates 36 Taiwanese STEM undergraduates' conceptions of research using phenomenographic analysis. A hierarchical framework was then established, based on the interview data, to systematically categorize five distinct conceptions of STEM research, ranging from curiosity-driven exploration to a socially situated and value-laden enterprise. The former emphasizes the intrinsic enjoyment derived from exploring scientific phenomena, with less emphasis on systematic methods or broader implications, reflecting a relatively naive epistemology focused on personal interest. Conversely, the most sophisticated conception emphasizes researcher positionality and reflexivity in shaping scientific inquiry, acknowledging the situated and value-laden nature of knowledge claims. Furthermore, this study found that one-third of the participants held the conception of research centered on hypothesis-testing and evidence-based reasoning, indicating a relatively informed understanding of the logical structure and empirical basis of knowledge production in STEM fields. However, the fact that very few participants (n = 3) demonstrated the most sophisticated conception may highlight the need for targeted interventions and pedagogical practices that foster critical reflection on the epistemological underpinnings of STEM research.

Authors:
Tzung-Jin Lin, National Taiwan Normal University, Taiwan

About the Presenter(s)
Professor Tzung-Jin Lin is a University Professor/Principal Lecturer at National Taiwan Normal University in Taiwan

See this presentation on the full schedule – Monday Schedule

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