Ford (2015) argues for viewing “scientific practice” not as a list of particular skills, but rather, moreholistically as “sets of regularities of behaviors and social interactions” among scientists. Thisconceptualization of scientific practices foregrounds how they meaningfully connect to one another and arepurposefully employed in order to explain nature. We apply this framework in the context of undergraduateresearch experiences (UREs) to understand the early forms of student engagement in scientific practices,and how these specific forms of engagement may be consequential for students’ future participation. Usingvideo from interviews with students and research mentors, we argue that this “practice” lens affords newinsights into understanding students’ experience of UREs. We also use this data to illustrate how coming toengage in scientific practices might look in early stages of participation.
Gina Quan, Chandra Turpen, and Andrew Elby. "Attending to scientific practices within undergraduate research experiences" American Association of Physics Teachers (2016). doi:10.1119/perc.2016.pr.058