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|\n| Winter 12-31-2019\u003Cbr>Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes inan Authentic Research-Based Science Program\u003Cbr>Hagar I. Labouta\u003Cbr>University of Manitoba, [hagar.labouta@umanitoba.ca](hagar.labouta@umanitoba.ca)[ ](hagar.labouta@umanitoba.ca)Natasha A. Kenny\u003Cbr>University of Calgary, nakenny@ucalgary.ca Patti Dyjur\u003Cbr>University of Calgary, pdyjur@ucalgary.ca Rui Li\u003Cbr>University of Calgary, ruili@ucalgary.ca Max Anikovskiy\u003Cbr>University of Calgary, m.anikovskiy@ucalgary.ca Leslie F. Reid\u003Cbr>University of Calgary, lfreid@ucalgary.ca David T. Cramb\u003Cbr>Ryerson University, [david.cramb@ryerson.ca](david.cramb@ryerson.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2019.3.9462](https://doi.org/10.5206/cjsotl-rcacea.2019.3.9462) |  |\n\nRecommended Citation  \nLabouta, H. I., Kenny, N. A., Dyjur, P., Li, R., Anikovskiy, M., Reid, L. F., & Cramb, D. T. (2019) . Investigating the alignment of intended, enacted, and perceived learning outcomes in an authentic research-based science program. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3). [https://doi.org/10.5206/cjsotl-rcacea.2019.3.9462](https://doi.org/10.5206/cjsotl-rcacea.2019.3.9462)  \nInvestigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic ResearchBased Science Program  \nAbstract  \nThis study investigates the intended, enacted, and perceived curriculum in an authentic researchbased science program using curriculum mapping as a tool for analysis. The main research inquiry guiding this study is: How do the students’perceptions on their achieved learning outcomes in an authentic research-based learning environment align with the intended and enacted outcomes? A mixed method approach was adopted, where the program and its core-courses were mapped from different perspectives. Data on the learning outcomes and perceptions of students learning were collected through questionnaires, focus groups, and interviews from multiple perspectives. Results of the curriculum mapping showed consistency and cogency of program and course-level learning outcomes. Students’ perceptions of their authentic research experiences were well-aligned with the intended and enacted learning outcomes. The results of this study could be used to help other programs implement similar curriculum review approaches in their context.  \nCette étude examine le programme d’études visé, adopté et perçu dans un programme de sciences authentiquement basé sur la recherche en utilisant la cartographie de programme comme outil d’analyse. L’objet principal de la recherche qui a guidé cette étude était le suivant : comment les perceptions des étudiants concernant leurs résultats d’apprentissage dans un environnementd’apprentissage authentiquement basé sur la recherche s’alignent-elles avec les résultats visés et adoptés? Une approche à méthodes mixtes a été adoptée, dans laquelle le programme et ses cours debase ont été cartographiés à partir de diverses perspectives. Les données relatives aux résultatsd’apprentissage et aux perceptions de l’apprentissage des étudiants ont été recueillies par le biais de questionnaires, de groupes de discussion et d’entrevues à partir de diverses perspectives. Les résultats de la cartographie du programme ont indiqué une uniformité et une force du programme et des résultats d’apprentissage au niveau des cours. Les perceptions des étudiants concernant leurs expériences de recherche authentiques étaient parfaitement alignées avec les résultatsd’apprentissage visés et adoptés. Les résultats de cette étude pourraient être utilisés pour aiderd’autres programmes à mettre en oeuvre des approches pour la révision de programme d’études dans leur propre contexte.  \nKeywords  \nundergradua","cbCaibk2YRAmOLnw","https://ap.wps.com/l/cbCaibk2YRAmOLnw","pdf",371896,12,"English","# Abstract\n## Research question and approach\n## Curriculum mapping method\n## Data sources and results\n## Implications for curriculum review","[{\"question\":\"What curriculum elements does the study examine?\",\"answer\":\"The study examines the intended, enacted, and perceived curriculum in an authentic research-based science program.\"},{\"question\":\"How does the study assess alignment of learning outcomes?\",\"answer\":\"It uses curriculum mapping and compares how students’ perceptions align with intended and enacted learning outcomes.\"},{\"question\":\"What methods are used to collect evidence from students?\",\"answer\":\"Data are collected through questionnaires, focus groups, and interviews from multiple perspectives.\"},{\"question\":\"What do the curriculum mapping results indicate?\",\"answer\":\"The results show consistency and coherence of program- and course-level learning outcomes, and students’ perceptions are well aligned with the intended and enacted outcomes.\"}]","The Canadian Journal for the Scholarship of Teaching and Learning - Issue 3 - Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic Research-Based Science Program | PDF",1792082309]