Cbe-Life Sciences Education最新文献

Building Authentic Science Experiences: Students' Perceptions of Sequential Course-Based Undergraduate Research. 建立真实的科学体验：学生对基于顺序课程的本科生研究的看法。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.23-03-0042

Bailey M Von der Mehden, Eric M Pennino, Heather L Fajardo, Catherine Ishikawa, Kelly K McDonald

{"title":"Building Authentic Science Experiences: Students' Perceptions of Sequential Course-Based Undergraduate Research.","authors":"Bailey M Von der Mehden, Eric M Pennino, Heather L Fajardo, Catherine Ishikawa, Kelly K McDonald","doi":"10.1187/cbe.23-03-0042","DOIUrl":"10.1187/cbe.23-03-0042","url":null,"abstract":"Course-based Undergraduate Research Experiences (CUREs) are attractive solutions for scaling undergraduate research experiences at primarily undergraduate teaching institutions, where resources for faculty research activities can be limited. The Sustainable Interdisciplinary Research to Inspire Undergraduate Success (SIRIUS) project is a unique program that integrates CUREs, coordinated around a local real-world problem, throughout a biology department's curricula. The CUREs are scaffolded to provide all biology majors with multiple opportunities to engage in scientific investigations as they advance through introductory, intermediate, and advanced courses. In this mixed methods, cross-sectional study, we explore students' perceptions of the authenticity of their experiences as they progress through the SIRIUS CUREs. Triangulated data collected from two instruments indicated that students in advanced courses recognized more involvement in research activities and perceived greater authenticity in the science they were performing compared with introductory and intermediate students. Intermediate and advanced students perceived more opportunities for independence; however, experiences with failure and the influence these experiences had on the perceptions of authenticity was primarily observed with advanced students. This study contributes to the growing literature on CUREs with a focus on students from a primarily undergraduate institution with multiple minority-serving designations.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 4","pages":"ar46"},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756052/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41221456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Black Undergraduate Students' Communication and Biology Education Experiences about COVID-19 and COVID-19 Vaccines During the Pandemic. 探讨新冠肺炎和新冠肺炎疫情期间黑人大学生的沟通与生物学教育经验。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-11-0233

Chloe D Bowen, Alexa R Summersill, Angela N Google, Madeline G Aadnes, M Elizabeth Barnes

{"title":"Exploring Black Undergraduate Students' Communication and Biology Education Experiences about COVID-19 and COVID-19 Vaccines During the Pandemic.","authors":"Chloe D Bowen, Alexa R Summersill, Angela N Google, Madeline G Aadnes, M Elizabeth Barnes","doi":"10.1187/cbe.22-11-0233","DOIUrl":"10.1187/cbe.22-11-0233","url":null,"abstract":"Effective communication about science is a core skill undergraduates should learn, but little research has explored how students communicate about culturally controversial science topics. In this study, we explored how Black undergraduate science students took on the role of science communicators in their communities during the COVID-19 pandemic. We interviewed 23 Black students about their experiences learning about COVID-19 vaccines and communicating about COVID-19 vaccines to their communities. We found that students' racial/ethnic and science backgrounds made them feel a responsibility to be effective communicators about COVID-19 vaccines as potential trusted messengers within their communities. However, students were using limited strategies when communicating and were unsure how to communicate about COVID-19 topics effectively to those who were vaccine-hesitant or doubted the severity of the pandemic. Finally, students described ways that their biology instructors could have helped them be more confident when communicating about COVID-19 vaccines with their communities. Findings suggest that biology instructors could teach science communication principles in addition to content knowledge about culturally controversial science topics in their undergraduate classes to build on students' developing science communication skills.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 4","pages":"ar42"},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756046/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41153475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"I don't Know what I Would do Without it" How Life Science Graduate Students Describe Resource Value. “我不知道没有它我会做什么”生命科学研究生如何描述资源价值。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-11-0241

Maryrose Weatherton, Bailey M Von der Mehden, Elisabeth E Schussler

{"title":"\"I don't Know what I Would do Without it\" How Life Science Graduate Students Describe Resource Value.","authors":"Maryrose Weatherton, Bailey M Von der Mehden, Elisabeth E Schussler","doi":"10.1187/cbe.22-11-0241","DOIUrl":"10.1187/cbe.22-11-0241","url":null,"abstract":"Graduate students often face choices about which resources to use to help them succeed in their programs. These choices likely differ among students, in part, due to different perceptions of resource value. However, little is known about why particular resources might be considered highly valuable to students, thus driving choice. Utilizing expectancy-value theory for help sources as our theoretical framework, this qualitative study explored life science (LS) graduate students' top three resource choices, their explanations about why they made those choices, and whether students' perceptions of value differed among resources and across demographic groups. We addressed two research questions: 1) What resources do LS graduate students consider to be the most important? 2) What drives LS graduate students' perceptions of resource value? Many participants indicated that 'advisor' and 'academic stipend' were most important. Student perceptions of value were driven by their perceptions of which needs resources fulfilled, such as basic needs, academic help, or support. Participants' top resource choices and underlying values of those resources did not differ among demographic groups. We propose a model for understanding graduate student resource choice that may inform future work on student outcomes.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 4","pages":"ar34"},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756044/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41174788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Comparison of Study Behaviors and Metacognitive Evaluation Used by Biology Students. 生物学专业学生学习行为与元认知评价的比较研究。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-11-0225

Sharday N Ewell, Emily P Driessen, William Grogan, Quinn Johnston, Shobnom Ferdous, Yohannes Mehari, Ashley Peart, Michael Seibenhener, Cissy J Ballen

{"title":"A Comparison of Study Behaviors and Metacognitive Evaluation Used by Biology Students.","authors":"Sharday N Ewell, Emily P Driessen, William Grogan, Quinn Johnston, Shobnom Ferdous, Yohannes Mehari, Ashley Peart, Michael Seibenhener, Cissy J Ballen","doi":"10.1187/cbe.22-11-0225","DOIUrl":"10.1187/cbe.22-11-0225","url":null,"abstract":"Student-study behaviors and metacognition are predictors of student-academic success. However, student metacognitive evaluation of their own study habit behavior use has been largely unexplored. To address this gap, we gave students enrolled in three different Biology courses (n = 1140) a survey that asked them to identify the study behaviors used to prepare for their first and third exams and to appraise the effectiveness of each behavior. We observed that, across all courses, students used different counts of active- and passive-study behaviors. However, there were no differences in performance across courses, and the use of effective (i.e., active) study behaviors resulted in improved exam performance for all students, regardless of course, while the use of ineffective (i.e., passive) study behaviors had no significant impact on exam performance. Finally, our qualitative analysis revealed that students across all courses demonstrated similar ability in identifying effective-study behaviors, but students could not explain why those behaviors were effective. Taken together, our study demonstrates that students use various study behaviors to prepare for exams without understanding their effectiveness. We encourage instructors to structure their courses to promote the development of metacognitive evaluation and effective-study behaviors.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 4","pages":"ar36"},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756032/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41152594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Forming Groups in a Large-Enrollment Biology Class: Group Permanence Matters More than Group Size. 在大规模招生的生物课上组建小组：小组持久性比小组规模更重要。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-08-0172

Georgianne L Connell, Deborah A Donovan, Elli J Theobald

{"title":"Forming Groups in a Large-Enrollment Biology Class: Group Permanence Matters More than Group Size.","authors":"Georgianne L Connell, Deborah A Donovan, Elli J Theobald","doi":"10.1187/cbe.22-08-0172","DOIUrl":"10.1187/cbe.22-08-0172","url":null,"abstract":"Active-learning pedagogies often require group work. We tested aspects of forming groups in a nonmajors Biology class. We asked whether large or small groups affected student learning outcomes and attitudes towards working in groups. We placed students in groups of three or six and students stayed in their groups for the term. We measured learning outcomes using a pre/postassessment as well as two-stage exams. Attitudes towards working in groups were measured using a previously published pre/post survey and an exit survey. We found that students in large groups did better on group exams and large groups had higher highest scores on the individual part of two-stage exams. Group size had no effect on students' postassessment scores or attitudes towards working in groups. We next assigned students to permanent or nonpermanent groups. We used the same metrics as the group size experiment. Students in permanent groups had higher group exam scores and better attitudes towards working in groups. Group permanence had no effect on students' postassessment scores. Students preferred working in permanent groups due to positive group interactions that developed over the quarter. Optimal group size and permanence are likely context-specific and dependent on the types of group work used in class.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 4","pages":"ar37"},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756034/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41167560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preparing Teaching Assistants to Facilitate Course-based Undergraduate Research Experiences (CUREs) in the Biological Sciences: A Call to Action. 培养助教以促进生物科学中基于课程的本科生研究体验：行动呼吁。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-09-0183

Erin E Shortlidge, Amie M Kern, Emma C Goodwin, Jeffrey T Olimpo

{"title":"Preparing Teaching Assistants to Facilitate Course-based Undergraduate Research Experiences (CUREs) in the Biological Sciences: A Call to Action.","authors":"Erin E Shortlidge, Amie M Kern, Emma C Goodwin, Jeffrey T Olimpo","doi":"10.1187/cbe.22-09-0183","DOIUrl":"10.1187/cbe.22-09-0183","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) offer an expanding avenue to engage students in real-world scientific practices. Increasingly, CUREs are instructed by graduate teaching assistants (TAs), yet TAs may be underprepared to facilitate and face unique barriers when teaching CUREs. Consequently, unless TAs are provided professional development (PD) and resources to teach CUREs effectively, they and their students may not reap the assumed benefits of CURE instruction. Here, we describe three perspectives - that of the CURE TA, the CURE designer/facilitator, and the CURE student - that are collectively intended to inform the development of tentative components of CURE TA PD. We compare these perspectives to previous studies in the literature in an effort to identify commonalities across all sources and offer potential insights for advancing CURE TA PD efforts across a diversity of institutional environments. We propose that the most effective CURE TA PD programs will promote the use of CURE-specific instructional strategies as benchmarks for guiding change in teaching practices and should focus on three major elements: 1) enhancement of research and teaching acumen, 2) development of effective and inclusive mentoring practices, and 3) identification and understanding of the factors that make CUREs a unique learning experience.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 4","pages":"es4"},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756030/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41221459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Relevance of Science, Conceptualization of Scientists, and Contextualized "Failure" as Mediators in the Development of Student Science Identity. 科学的相关性、科学家的概念化和情境化的“失败”作为学生科学身份发展的中介。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-04-0074

Christine M Ambrosino, Malia Ana J Rivera

{"title":"Relevance of Science, Conceptualization of Scientists, and Contextualized \"Failure\" as Mediators in the Development of Student Science Identity.","authors":"Christine M Ambrosino, Malia Ana J Rivera","doi":"10.1187/cbe.22-04-0074","DOIUrl":"10.1187/cbe.22-04-0074","url":null,"abstract":"The Research Experiences in Marine Science (REMS) Program is a Hawai'i place-based CURE (course-based undergraduate research experience) for late high school and early undergraduate students wherein students conduct independent research that draws upon the history, culture, and ecosystem of their local communities. In addition to providing meaningful access to marine science education and training, REMS addresses a fear of failure expressed by students who view their culture and personal identity as incompatible with undergraduate science pathways. Data about student attitudes toward and conceptualizations of science and scientists were collected through pre- and postprogram open-ended survey items, Draw-a-Scientist Tests, and postprogram interviews. Results suggest the combination of place-based elements and an authentic research experience shifted students' conceptualization of scientists to a \"humanized\" construct. The emergence of this theme coincided with students recognizing themselves as scientists, gaining confidence in content understanding and research skills, increasing interest in science as a career pathway, and recognizing how science affects their communities. This study demonstrates how a CURE that emphasizes the cultural relevance of science, an inclusive conceptualization of a \"scientist\", and contextualized role of \"failure\" in science, may contribute to historically marginalized students recognizing themselves as scientists and ultimately persisting in science careers.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 4","pages":"ar35"},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756042/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41145237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Missed connections: Exploring features of undergraduate biology students' knowledge networks relating gene regulation, cell-cell communication, and phenotypic expression. 遗漏的联系：探索生物学本科生与基因调控、细胞间通讯和表型表达相关的知识网络的特征。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-03-0041

Sharleen Flowers, Kal H Holder, Gabrielle K Rump, Stephanie M Gardner

{"title":"Missed connections: Exploring features of undergraduate biology students' knowledge networks relating gene regulation, cell-cell communication, and phenotypic expression.","authors":"Sharleen Flowers, Kal H Holder, Gabrielle K Rump, Stephanie M Gardner","doi":"10.1187/cbe.22-03-0041","DOIUrl":"10.1187/cbe.22-03-0041","url":null,"abstract":"Explaining biological phenomena requires understanding how different processes function and describing interactions between components at various levels of organization over time and space in biological systems. This is a desired competency yet is a complicated and often challenging task for undergraduate biology students. Therefore, we need a better understanding of their integrated knowledge regarding important biological concepts. Informed by the theory of knowledge integration and mechanistic reasoning, in this qualitative case study, we elicited and characterized knowledge networks of nine undergraduate biology students. We investigated students' conceptions of and the various ways they connect three fundamental subsystems in biology: 1) gene regulation, 2) cell-cell communication, and 3) phenotypic expression. We found that only half of the conceptual questions regarding the three subsystems were answered correctly by the majority of students. Knowledge networks tended to be linear and unidirectional, with little variation in the types of relationships displayed. Students did not spontaneously express mechanistic connections, mainly described undefined, cellular, and macromolecular levels of organization, and mainly discussed unspecified and intracellular localizations. These results emphasize the need to support students' understanding of fundamental concepts, and promoting knowledge integration in the classroom could assist students' ability to understand biological systems.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 4","pages":"ar44"},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756040/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41154539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A card-sorting tool to measure expert versus novice thinking in scientific research. 一种卡片分类工具，用于衡量科学研究中专家与新手的思维。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-11-0230

Megan F Cole, Clarke O Britton, Denver Roberts, Peter Rubin, Hannah D Shin, Yassin R Watson, Colin Harrison

{"title":"A card-sorting tool to measure expert versus novice thinking in scientific research.","authors":"Megan F Cole, Clarke O Britton, Denver Roberts, Peter Rubin, Hannah D Shin, Yassin R Watson, Colin Harrison","doi":"10.1187/cbe.22-11-0230","DOIUrl":"10.1187/cbe.22-11-0230","url":null,"abstract":"Undergraduate research and laboratory experiences provide a wide range of benefits to student learning in science and are integral to imbed authentic research experiences in biology labs. While the benefit of courses with research experience is widely accepted, it can be challenging to measure conceptual research skills in a quick and easily scalable manner. We developed a card-sorting task to differentiate between novice and expert conceptualization of research principles. There were significant differences in the way faculty/postdocs, graduate students, and undergraduate students organized their information, with faculty/postdocs more likely to use deep feature sorting patterns related to research approach. When provided scaffolding of group names reflecting expert-like organization, participant groups were better able to sort by that organization, but undergraduate students did not reach expert levels. Undergraduates with Advanced Placement experience were more likely to display expert-like thinking than undergraduates without Advanced Placement Biology experience and non-PEER (persons excluded because of their Ethnicity or Race) students displayed more expert-like thinking than PEER students. We found evidence of undergraduates in various stages of development toward expert-like thinking in written responses. This card-sorting task can provide a framework for analyzing student's conceptualizations of research and identify areas to provide added scaffolding to help shift from novice-like to expert-like thinking.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 4","pages":"ar38"},"PeriodicalIF":4.6,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756038/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41164511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intersecting Identities: A Look at How Ethnic Identity Interacts With Science Identity in Native Hawaiian and Pacific Islander Students. 交叉身份：夏威夷原住民和太平洋岛民学生的种族身份如何与科学身份互动。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.23-01-0010

Rebeka F Greenall, Jose Gaspar de Alba, Samara Nichols, G E Kawika Allen, Elizabeth G Bailey

{"title":"Intersecting Identities: A Look at How Ethnic Identity Interacts With Science Identity in Native Hawaiian and Pacific Islander Students.","authors":"Rebeka F Greenall, Jose Gaspar de Alba, Samara Nichols, G E Kawika Allen, Elizabeth G Bailey","doi":"10.1187/cbe.23-01-0010","DOIUrl":"10.1187/cbe.23-01-0010","url":null,"abstract":"Understanding the experiences of Native Hawaiian and Other Pacific Islander (NHPI) students in science courses can help us foster inclusivity and belonging for these often excluded and unacknowledged students. Using social influence theory as a framework, we investigated the intersection between ethnic-racial identity and science identity in NHPI students to better understand their experiences in undergraduate Biology courses. We collected both quantitative and qualitative data and used concurrent triangulation design in our mixed-methods approach. Quantitative data include measures of student pre- and post-course science identity, self-efficacy, alignment with science values, sense of belonging, environmental concern, strength of ethnic-racial identity, and the interaction between ethnic-racial and science identity. We measured environmental concern because NHPI cultures often have strong connections with the environment that may overlap well with environmental science values. Qualitative data included short responses to survey questions that asked students to describe the interaction between their science identity and their ethnicity. We found that NHPI and non-NHPI students do not significantly differ in any construct we measured, nor do they experience different gains across a semester when comparing pre- and post-scores. We also found that NHPI students' feelings concerning the intersection of their ethnic and science identities are varied and complex, with some students expressing feelings of conflict and many others expressing a strengthening relationship between those identities. We discuss implications for instructors and encourage them to acknowledge the community culture of wealth NHPI students bring to the classroom because of their ethnic-racial identities.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 4","pages":"ar43"},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756050/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41177553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0