How students taking introductory biology experience the chemistry content.

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Lilyan Mendez, Angelita T Rivera, Izabella Vasquez, Alfonso Godínez Aguilar, Melinda T Owens, Clara L Meaders
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引用次数: 0

Abstract

Student experiences learning chemistry have been well studied in chemistry courses but less so in biology courses. Chemistry concepts are foundational to introductory biology courses, and student experiences learning chemistry concepts may impact their overall course experiences and subsequent student outcomes. In this study, we asked undergraduate students enrolled in introductory biology courses at a public R1 institution an open-response question asking how their experiences learning chemistry topics affected their identities as biologists. We used thematic analysis to identify common ideas in their responses. We found that while almost half of student respondents cited learning chemistry as having positive impacts on their experiences learning biology, students who struggled with chemistry topics were significantly more likely to have negative experiences learning biology. We also found significant relationships between prior chemistry preparation, student background, and the likelihood of students struggling with chemistry and negative experiences learning biology. These findings emphasize the impact of learning specific content on student psychosocial metrics and suggest areas for biology educators to focus on to support learning and alleviate student stress in introductory biology.

学习生物入门课程的学生如何体验化学内容。
在化学课程中,学生学习化学的经验得到了很好的研究,但在生物课程中研究较少。化学概念是生物入门课程的基础,学生学习化学概念的经历可能会影响他们的整体课程经历和随后的学生成绩。在本研究中,我们向一所公立 R1 院校生物入门课程的本科生提出了一个开放式问题,询问他们学习化学主题的经历如何影响他们作为生物学家的身份。我们使用主题分析来确定学生回答中的共同观点。我们发现,虽然几乎有一半的受访学生认为学习化学对他们学习生物的经历有积极影响,但在化学题目上有困难的学生在学习生物时有负面经历的可能性明显更高。我们还发现,先前的化学准备、学生背景与学生在化学学习中遇到困难的可能性以及在生物学习中的负面体验之间存在着重要的关系。这些发现强调了学习特定内容对学生社会心理指标的影响,并建议生物教育工作者关注支持学习和减轻学生在生物入门学习中的压力的领域。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.00
自引率
26.30%
发文量
95
审稿时长
22 weeks
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