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While the positive outcomes of undergraduate research experiences (UREs) havebeen extensively categorized, the mechanisms for those outcomes are lessunderstood. Through lightly structured focus group interviews, we haveextracted the cognitive tasks that students identify as engaging in duringtheir UREs. We also use their many comparative statements about theircoursework, especially lab courses, to evaluate their experimentalphysics-related cognitive tasks in those environments. We find there are anumber of cognitive tasks consistently encountered in physics UREs that arepresent in most experimental research. These are seldom encountered in lab orlecture courses, with some notable exceptions. Having time to reflect and fixor revise, and having a sense of autonomy, were both repeatedly cited as keyenablers of the benefits of UREs. We also identify tasks encountered in actualexperimental research that are not encountered in UREs. We use these findingsto identify opportunities for better integration of the cognitive tasks in UREsand lab courses, as well as discussing the barriers that exist. This workresponds to extensive calls for science education to better develop students'scientific skills and practices, as well as calls to expose more students toscientific research.

Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses