The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Tala Araghi, Carly A Busch, Katelyn M Cooper
{"title":"The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates.","authors":"Tala Araghi,&nbsp;Carly A Busch,&nbsp;Katelyn M Cooper","doi":"10.1187/cbe.22-10-0199","DOIUrl":null,"url":null,"abstract":"<p><p>College science courses continue to transition from traditional lecture to active learning, which has been shown to have both alleviating and exacerbating effects on undergraduate mental health. Notably, existing studies have primarily examined the relationship between active learning and anxiety, and no studies have specifically assessed the relationship between active learning and depression. To address this gap, we conducted hourlong exploratory interviews with 29 undergraduates from six institutions who identify as having depression and who had been enrolled in at least one active-learning college science course. We probed how undergraduates' depression affects their experiences in active learning, and in turn, what aspects of active-learning practices exacerbate or alleviate students' depressive symptoms. Students described that their depression negatively impacted their cognitive domains, which could make learning and social interactions challenging. Additionally, we found that the underlying aspects of active-learning practices that impact students' depression fall into four overarching categories: opportunities to compare oneself with others, socializing with others while learning, frequent formative evaluation, and engagement in learning. Each of these aspects of active learning could alleviate and/or exacerbate depressive symptoms. This work supports recommendations to create more inclusive active-learning courses for students with depression.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/b3/c5/cbe-22-ar26.PMC10228274.pdf","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cbe-Life Sciences Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1187/cbe.22-10-0199","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 2

Abstract

College science courses continue to transition from traditional lecture to active learning, which has been shown to have both alleviating and exacerbating effects on undergraduate mental health. Notably, existing studies have primarily examined the relationship between active learning and anxiety, and no studies have specifically assessed the relationship between active learning and depression. To address this gap, we conducted hourlong exploratory interviews with 29 undergraduates from six institutions who identify as having depression and who had been enrolled in at least one active-learning college science course. We probed how undergraduates' depression affects their experiences in active learning, and in turn, what aspects of active-learning practices exacerbate or alleviate students' depressive symptoms. Students described that their depression negatively impacted their cognitive domains, which could make learning and social interactions challenging. Additionally, we found that the underlying aspects of active-learning practices that impact students' depression fall into four overarching categories: opportunities to compare oneself with others, socializing with others while learning, frequent formative evaluation, and engagement in learning. Each of these aspects of active learning could alleviate and/or exacerbate depressive symptoms. This work supports recommendations to create more inclusive active-learning courses for students with depression.

Abstract Image

主动学习科学课程加重和减轻大学生抑郁的几个方面。
大学理科课程继续从传统的讲授向主动学习转变,这对大学生心理健康既有缓解作用,也有加剧作用。值得注意的是,现有的研究主要是研究主动学习和焦虑之间的关系,没有研究专门评估主动学习和抑郁之间的关系。为了解决这一差距,我们对来自6个机构的29名本科生进行了长达一小时的探索性访谈,这些本科生被认为患有抑郁症,并且至少参加了一门主动学习的大学科学课程。我们探讨了大学生的抑郁如何影响他们的主动学习体验,反过来,主动学习实践的哪些方面加剧或减轻了学生的抑郁症状。学生们描述说,他们的抑郁症对他们的认知领域产生了负面影响,这可能会使学习和社交变得困难。此外,我们发现影响学生抑郁的主动学习实践的潜在方面可分为四大类:与他人比较的机会、学习时与他人交往的机会、频繁的形成性评价和学习的参与度。主动学习的每一个方面都可以减轻和/或加重抑郁症状。这项工作支持了为抑郁症学生创建更具包容性的主动学习课程的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信