TABLE 5.
Frequency of definitions of authenticity and comparison with LEAPS and ALURE definitions and student perceptions
| Concept as defined in model and by students | ||||
|---|---|---|---|---|
| ALURE | LEAPS | |||
| Definition of authenticity: Literature | Modela | Studentb | Model | Student |
| Experience of what scientists “do” (practices)/ how science is done | ✓c | 64 | ✓ | 121 |
| Ownership/personal relevance to student | ∼ | 26 | ∼ | 13 |
| Experimental design; question/hypothesis, including by students | ✓ | ✓ | ||
| Results are novel/publishable/contribute to existing research | ✓ | – | ||
| Communication | ✓ | ✓ | ||
| Critical thinking | ✓ | ∼ | ||
| Data analysis | ✓ | ✓ | ||
| Outcome is unknown to all | ✓ | – | ||
| Peer teamwork | ✓ | ✓ | ||
| Audience (real problem) | ✓ | – | ||
| One project for the course duration | ✓ | ✓ | ||
| “Emerges” from constituent parts of experience | ∼ | ∼ | ||
| Extended participation (in research) | – | – | ||
| “Open investigations” | – | – | ||
| Appropriate for the learner education level | ✓ | ✓ | ||
a“Model” refers to the presence of the theme in our design of the learning model.
b “Student” refers to the description of the enacted model by students. The numbers in the “student” comments indicate the number of coded references that align to the literature theme according to the Nvivo analysis.
cA checkmark (✓) indicates that this aspect is built into the ALURE or LEAPS examined in this study, while a dash (–) indicates this aspect is not incorporated. A tilde (∼) indicates that this aspect of authenticity can vary, depending on the individual student.