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. 2007 Winter;6(4):297–306. doi: 10.1187/cbe.07-06-0039

Figure 2.

Figure 2.

Comparative evaluation of learning gains for students who initiated plans for further science education as a result of their undergraduate research experience and students who discontinued plans for further science education as a result of their undergraduate research experience. The group labeled “science” was attracted to science, whereas the group labeled “no science” changed away from science. FU, follow-up.