Exploring the Effectiveness of Embedding a Course-Based Undergraduate Research Experience in a Science Content Course for Pre-Service Elementary Teachers

Elementary classrooms often devote limited time to science instruction, which places added importance on how Pre-Service Elementary Teachers (PSETs) capitalize that time. Because elementary teachers often serve as children’s first formal guides into science, PSETs own encounters with science during teacher preparation are especially consequential. Many PSETs enter teacher education programs with little prior research experience and mixed confidence in doing science, which may influence whether and how they later teach it. Course-based Undergraduate Research Experiences (CUREs) offer one way to embed authentic research within existing coursework, yet most CURE research has focused on science majors rather than future elementary teachers. This exploratory study examined whether participation in a semester-long water-quality CURE embedded in a required general science laboratory was associated with changes in PSETs’ science identity and motivation to learn science. My study took place one semester at a Hispanic-Serving, high-research university in the Southern United States. I adapted and refined two instruments for this population: a 22-item science identity instrument aligned with Recognition, Competence, Performance, and Interest factors, and a 22-item modified Motivated Strategies for Learning Questionnaire (MSLQ) including Intrinsic and Extrinsic Goal Orientation, Task Value, Control of Learning Beliefs, and Self-efficacy for Learning as factors. Using pre-course data, I established factor structures with exploratory factor analysis (EFA) and documented strong internal reliability for all subscales. Both instruments were administered at the beginning and end of the semester. After data cleaning, matched samples were n = 144 (science identity) and n = 167 (motivation). Since the data violated normality assumptions, I used non-parametric method i.e. Wilcoxon signed-rank tests for analysis and calculated effect sizes (r). Science Identity scores were significantly higher at the end of the course, with a medium overall effect (r ≈ -0.31, p < .001). Performance (r = -0.37), Recognition (r = -0.29), and Interest (r = -0.25) increased significantly, whereas Competence showed a non-significant change (r = -0.09). Overall Motivation to Learn Science did not change significantly, but Self-efficacy for Learning showed a small-to-medium increase (r = -0.17), while other motivational factors remained stable. These patterns suggest that a single semester of CURE-based coursework may support PSETs’ sense of belonging, engagement, and confidence in doing science, even if deeper shifts in perceived competence and broader motivational orientations may require more sustained and coordinated experiences. Taken together, the findings indicate that integrating CUREs into teacher preparation is feasible and may offer a promising avenue for helping future elementary teachers feel more comfortable and capable using their limited science instructional time in rich, inquiry-oriented ways.

Name thesis:degree_name

Master of Science

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Biology

Grantor

Texas State University

Year dc:date.issued

2025

Author dc:creator

• Kaur, Amandeep

Advisor dc:contributor.advisor

• Bucklin, Carrie Jo

Committee members dc:contributor.committeemember

• Daniel, Kristy L.
• Taylor, Sunni J.

• pre-service elementary teachers
• course-based undergraduate research experiences
• science identity
• motivation to learn science

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10877/23407

OAI identifier oai:identifier

oai:digital.library.txst.edu:10877/23407