Authentic experiences of research are seen as valuable elements of undergraduate science, providing motivation for students and linking the research and teaching activities of academics. But as such experiences are made available to increasing numbers of students as formal, graded parts of the curriculum, important questions are raised about their…

We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We…