Emergent Design for Developing Undergraduates’ Understanding of Research in a Knowledge Building Community

Abstract

This study explored the profound significance of undergraduates’ engagement in research activities for fostering innovation and practical skills. Focused on the elective course Introduction to Research Methods at a university, we employed an emergent design in a knowledge-building community. Through dynamic collaboration between teachers and students, we aimed to elevate undergraduates’ understanding of research and facilitate their active involvement in research pursuits. Quantitative findings underscored the marked improvement in students’ research understanding facilitated by this design. Qualitative analysis identified five pivotal themes in students’ research engagement. These insights offer valuable guidance for educational practices, contributing to the cultivation of students’ innovative spirit and practical prowess and advancing the nuanced evolution of scientific research education.