ArticleCBE life sciences education2025
What Happens When Undergraduate Biology Students Meet with Professional Scientists to Discuss Research? An Exploratory Investigation into Scientific Discourse, Motivation, and Sense of Belonging.
Article in CBE life sciences education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Instructor Talk and Student Belonging in Introductory Biology: Not all Talk Matters and Relationships Vary by Student Identity.CBE life sciences education · 2026Article
- Undergraduate Engagement in Neutron Scattering as a Pathway to U.S. Competitiveness and a Diverse Scientific Workforce.ACS omega · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
18 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Engagement in scientific discourse is an essential part of becoming a scientist. In this exploratory study, we aim to examine the scientific discourse (and resulting benefits) between undergraduate biology students and professional scientists. We developed a novel method for engaging in scientific discourse, grounded in the theory of legitimate peripheral participation, where undergraduate biology students participate in communities of practice within their own departments. Students selected a piece of primary scientific literature (PSL) from a professional scientist in their department and, after spending time annotating the PSL, met with the professional scientist to engage in scientific discourse. We analyzed the time students spent speaking and characterized questions students ask professional scientists. In addition, student motivation for reading PSL and students' sense of belonging to their department shifted positively, suggesting that students are integrating into the scientific community of practice being formed between students and professional scientists. We discuss best practices for supporting effective scientific discourse between undergraduates and scientists.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.