Cbe-Life Sciences Education最新文献

An Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory STEM Courses. 探索性混合方法分析学生对 STEM 入门课程包容性看法的因素。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-04-0055

Alessandra M York, Kathryn G Miller, Michael J Cahill, Mindy A Bernstein, Ashton M Barber, Hannah E Blomgren, Regina F Frey

{"title":"An Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory STEM Courses.","authors":"Alessandra M York, Kathryn G Miller, Michael J Cahill, Mindy A Bernstein, Ashton M Barber, Hannah E Blomgren, Regina F Frey","doi":"10.1187/cbe.23-04-0055","DOIUrl":"10.1187/cbe.23-04-0055","url":null,"abstract":"In this exploratory mixed-methods analysis of students' perceptions of inclusion in introductory STEM courses for STEM majors, we asked students to rate inclusion in their class and to provide an open-text explanation of their rating. Analyzing 1930 qualitative responses resulted in a codebook containing academic, identity, and nonspecific categories. The majority of responses (>80%) cited academic factors such as interactions between students and instructors or course elements and policies. Most academic responses aligned with evidence-based teaching practices fostering inclusion, describing a range of strategies and policies instructors can implement to increase students' perceptions of inclusion. A small number of student responses indicated that their perception of the required knowledge background for the course impacted course inclusivity. Few differences in frequency distributions were found between subgroups examined (gender, race and ethnicity, self-reported inclusion score, and discipline). Additionally, tracking a subset of students (135) across three courses revealed that most (80%) cited different factors influencing their perception of inclusion in each course. This suggests students' perceptions of inclusive practices are complex, and most students recognize multiple factors that influence their inclusion. Overall, our findings suggest instructors can significantly influence students' perceptions of inclusion by using multiple inclusive teaching strategies and course policies.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440732/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142086443","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

The Making of Future Scientists: Faculty Mentor Cultural Awareness and Inclusive Science Labs. 未来科学家的培养：教师指导文化意识和包容性科学实验室。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-01-0032

Ivan A Hernandez, Oliva Mota Segura, Rosalva Romero Gonzalez, Lilibeth Flores, Miguel T Villodas, Christal D Sohl, Jessi L Smith, Dustin B Thoman

{"title":"The Making of Future Scientists: Faculty Mentor Cultural Awareness and Inclusive Science Labs.","authors":"Ivan A Hernandez, Oliva Mota Segura, Rosalva Romero Gonzalez, Lilibeth Flores, Miguel T Villodas, Christal D Sohl, Jessi L Smith, Dustin B Thoman","doi":"10.1187/cbe.24-01-0032","DOIUrl":"10.1187/cbe.24-01-0032","url":null,"abstract":"A compelling body of research suggests that students from racially marginalized and minoritized (RMM) backgrounds are systematically deterred from Science, Technology, Engineering, and Math (STEM) fields when teachers and scientists create ideologically colorblind STEM learning environments where cultural differences are deemed irrelevant and disregard how race/ethnicity shapes students' experiences. We examine whether and how STEM faculty can serve as important sources of information that signal racial/ethnic diversity inclusion (or exclusion) that influence RMM students' motivation to persist in STEM. Specifically, we focus on RMM students' perceptions of their faculty research mentors' cultural awareness-the extent to which students believe that their faculty research mentor acknowledges and appreciates racial/ethnic differences in STEM research. Results from a longitudinal survey of RMM students (N = 150) participating in 74 faculty-led STEM research labs demonstrated that RMM students who perceived their faculty research mentor to be more culturally aware experienced more positive social climates in the lab and were more identified as scientists. Increased science identity, in turn, predicted their motivation to pursue STEM careers 3 months later. These findings demonstrate the importance of acknowledging, welcoming, and celebrating racial/ethnic diversity within STEM learning environments to broaden inclusive and equitable participation in STEM.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440733/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037858","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

The Ungrading Learning Theory We Have Is Not the Ungrading Learning Theory We Need. 我们所拥有的取消评分学习理论并非我们所需要的取消评分学习理论。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-01-0031

Clarissa Sorensen-Unruh

引用次数: 0

Mind the Gap: Investigating Disaggregated Student Performance in an Upper-Division Biochemistry Course Following Team-Based Learning. 注意差距：在团队学习后调查高年级生物化学课程中学生的分类成绩。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-02-0090

Jacob Woodbury, Erika Offerdahl

{"title":"Mind the Gap: Investigating Disaggregated Student Performance in an Upper-Division Biochemistry Course Following Team-Based Learning.","authors":"Jacob Woodbury, Erika Offerdahl","doi":"10.1187/cbe.24-02-0090","DOIUrl":"10.1187/cbe.24-02-0090","url":null,"abstract":"Team-based learning (TBL) is a highly intense active learning pedagogy that uses a cycle of preclass preparation, formative assessment for readiness, mini-lectures, and complex team exercises. Consistent with the literature on active learning, prior research on TBL consistently shows its benefits for student outcomes as compared with previous lecture. However, little work has examined student outcomes disaggregated by demographic variable. We analyzed assessment and student demographic data (i.e., binary gender, racial/ethnic group, generational status) in three semesters of TBL in an upper-division biochemistry course to understand the degree to which performance could be predicted by student demographics. We use theoretical and empirical research from social psychology to hypothesize that the intense interpersonal interactions of TBL could activate psychological threats, the effects of which would be measurable as differences in student performance that correlate with demographic variables. Our regression analysis did not support this hypothesis. This null result invites a deeper discussion on how we measure the potential effects of active learning on student outcomes, particularly given how important it is to account for intersectional and invisible identities.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440738/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037857","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

Engaging Undergraduate Students in Course-based Research Improved Student Learning of Course Material. 让本科生参与课程研究提高了学生对课程材料的学习。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.22-05-0096

Nicole T Appel, Ammar Tanveer, Sara Brownell, Joseph N Blattman

{"title":"Engaging Undergraduate Students in Course-based Research Improved Student Learning of Course Material.","authors":"Nicole T Appel, Ammar Tanveer, Sara Brownell, Joseph N Blattman","doi":"10.1187/cbe.22-05-0096","DOIUrl":"10.1187/cbe.22-05-0096","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) offer students opportunities to engage in critical thinking and problem solving. However, quantitating the impact of incorporating research into undergraduate courses on student learning and performance has been difficult since most CUREs lack a comparable traditional course as a control. To determine how course-based research impacts student performance, we compared summative assessments of the traditional format for our upper division immunology course (2013-2016), in which students studied known immune development and responses, to the CURE format (2017-2019), in which students studied the effects of genetic mutations on immune development and responses. Because the overall class structure remained unaltered, we were able to quantitate the impact of incorporating research on student performance. Students in the CURE format class performed significantly better on quizzes, exams, and reports. There were no significant differences in academic levels, degree programs, or grade point averages, suggesting improved performance was due to increased engagement of students in research.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440748/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142115487","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

Student Perspectives of Success and Failure in Biology Lecture: Multifaceted Definitions and Misalignments. 学生对生物课成败的看法：多方面的定义和错位。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-12-0243

Bailey M Von der Mehden, Kurisma Waller, Elisabeth E Schussler

{"title":"Student Perspectives of Success and Failure in Biology Lecture: Multifaceted Definitions and Misalignments.","authors":"Bailey M Von der Mehden, Kurisma Waller, Elisabeth E Schussler","doi":"10.1187/cbe.23-12-0243","DOIUrl":"10.1187/cbe.23-12-0243","url":null,"abstract":"Investigating definitions of success and failure among introductory biology students is essential for understanding what underlies their self-efficacy; a student who gets a B on an exam may lose self-efficacy if they define failure as anything less than an A. Yet, whether students have the same definitions for success as they have for failure in these classes is unknown, nor how those definitions relate to course performance. To better understand student definitions for success and failure and their implications, this mixed-methods study collected survey data from students in two introductory biology courses about their definitions of success and failure and their self-reported grades. Coding of open-ended responses revealed four broad themes related to both success and failure: Performance, Content, Preparation, and Attitude. Although there were common themes in how students defined success and failure overall, individual students often (65%) described success or failure in relation to different standards. We also found some definitions of success and failure were predicted by grades. These results highlight the complexity of building self-efficacy in introductory biology and suggest the need for greater awareness and acknowledgment of the different standards students use to judge their success and failure.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440737/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141422038","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

Mentorship Interventions in Postgraduate Medical and STEM Settings: A Scoping Review. 医学研究生和科学、技术、工程和数学环境中的导师制干预措施：范围审查。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-08-0155

Navika Gangrade, Chellandra Samuels, Hassan Attar, Aaliyah Schultz, Nanda Nana, Erqianqian Ye, W Marcus Lambert

{"title":"Mentorship Interventions in Postgraduate Medical and STEM Settings: A Scoping Review.","authors":"Navika Gangrade, Chellandra Samuels, Hassan Attar, Aaliyah Schultz, Nanda Nana, Erqianqian Ye, W Marcus Lambert","doi":"10.1187/cbe.23-08-0155","DOIUrl":"10.1187/cbe.23-08-0155","url":null,"abstract":"Background: Mentorship is critical to success in postgraduate science, technology, engineering, math, and medicine (STEMM) settings. As such, the purpose of this study is to comprehensively explore the state of mentorship interventions in postgraduate STEMM settings to identify novel practices and future research directions. The selection criteria for reviewed articles included: 1) published between 2002 and 2022, 2) peer-reviewed, 3) in English, 4) postgraduate mentees, 5) a program where mentorship is a significant, explicit focus, and 6) a description of mentee outcomes related to the mentorship intervention. Overall, 2583 articles were screened, and 109 articles were reviewed.Results: Most postgraduate STEMM mentorship intervention studies lack strong evidence to evaluate the effectiveness of the intervention, with only 5.5% of articles designed as randomized controlled trials. Most mentorship interventions (45.6%) were created for faculty, and few (4%) were for postdoctoral researchers. Also, only 18.8% of interventions focused on underrepresented groups in STEMM. Most interventions (53.7%) prescribed a dyadic structure, and there was more mentorship training for mentors than mentees.Conclusion: Overall, these findings identify gaps in mentorship interventions and provide step-by-step guidance for future interventions, including a consideration for underrepresented groups and postdoctoral scholars, robust mentorship training, and more randomized controlled trials.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440747/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141473067","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

Examining and Supporting Mechanistic Explanations Across Chemistry and Biology Courses. 在化学和生物课程中检验和支持机理解释。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-08-0157

Megan Shiroda, Clare G-C Franovic, Joelyn de Lima, Keenan Noyes, Devin Babi, Estefany Beltran-Flores, Jenna Kesh, Robert L McKay, Elijah Persson-Gordon, Melanie M Cooper, Tammy M Long, Christina V Schwarz, Jon R Stoltzfus

{"title":"Examining and Supporting Mechanistic Explanations Across Chemistry and Biology Courses.","authors":"Megan Shiroda, Clare G-C Franovic, Joelyn de Lima, Keenan Noyes, Devin Babi, Estefany Beltran-Flores, Jenna Kesh, Robert L McKay, Elijah Persson-Gordon, Melanie M Cooper, Tammy M Long, Christina V Schwarz, Jon R Stoltzfus","doi":"10.1187/cbe.23-08-0157","DOIUrl":"10.1187/cbe.23-08-0157","url":null,"abstract":"Causal mechanistic reasoning is a thinking strategy that can help students explain complex phenomena using core ideas commonly emphasized in separate undergraduate courses, as it requires students to identify underlying entities, unpack their relevant properties and interactions, and link them to construct mechanistic explanations. As a crossdisciplinary group of biologists, chemists, and teacher educators, we designed a scaffolded set of tasks that require content knowledge from biology and chemistry to construct nested hierarchical mechanistic explanations that span three scales (molecular, macromolecular, and cellular). We examined student explanations across seven introductory and upper-level biology and chemistry courses to determine how the construction of mechanistic explanations varied across courses and the relationship between the construction of mechanistic explanations at different scales. We found non-, partial, and complete mechanistic explanations in all courses and at each scale. Complete mechanistic explanation construction was lowest in introductory chemistry, about the same across biology and organic chemistry, and highest in biochemistry. Across tasks, the construction of a mechanistic explanation at a smaller scale was associated with constructing a mechanistic explanation for larger scales; however, the use of molecular scale disciplinary resources was only associated with complete mechanistic explanations at the macromolecular, not cellular scale.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440742/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037855","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

Challenging Misconceptions about Race in Undergraduate Genetics. 挑战遗传学本科生对种族的误解。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-12-0228

Erin M Ball, Robin A Costello, Cissy J Ballen, Rita M Graze, Eric W Burkholder

{"title":"Challenging Misconceptions about Race in Undergraduate Genetics.","authors":"Erin M Ball, Robin A Costello, Cissy J Ballen, Rita M Graze, Eric W Burkholder","doi":"10.1187/cbe.23-12-0228","DOIUrl":"10.1187/cbe.23-12-0228","url":null,"abstract":"Racial biases, which harm marginalized and excluded communities, may be combatted by clarifying misconceptions about race during biology lessons. We developed a human genetics laboratory activity that challenges the misconception that race is biological (biological essentialism). We assessed the relationship between this activity and student outcomes using a survey of students' attitudes about biological essentialism and color-evasive ideology and a concept inventory about phylogeny and human diversity. Students in the human genetics laboratory activity showed a significant decrease in their acceptance of biological essentialism compared with a control group, but did not show changes in color-evasive ideology. Students in both groups exhibited increased knowledge in both areas of the concept inventory, but the gains were larger in the human genetics laboratory. In the second iteration of this activity, we found that only white students' decreases in biological essentialist beliefs were significant and the activity failed to decrease color-evasive ideologies for all students. Concept inventory gains were similar and significant for both white and non-white students in this iteration. Our findings underscore the effectiveness of addressing misconceptions about the biological origins of race and encourage more research on ways to effectively change damaging student attitudes about race in undergraduate genetics education.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440743/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141565201","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

Emotion in Teacher Learning and Professional Development. 教师学习和专业发展中的情感。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-05-0152

Julia Svoboda Gouvea

引用次数: 0