Cbe-Life Sciences Education最新文献_第10页

A Study Planning Exercise Associated with Decreased Distraction Levels among Introductory Biology Students. 与降低生物入门学生分心程度相关的学习规划练习。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-03-01 DOI: 10.1187/cbe.23-05-0092

Elise M Walck-Shannon, Shaina F Rowell, April E Bednarski, Ashton M Barber, Grace J Yuan, Regina F Frey

{"title":"A Study Planning Exercise Associated with Decreased Distraction Levels among Introductory Biology Students.","authors":"Elise M Walck-Shannon, Shaina F Rowell, April E Bednarski, Ashton M Barber, Grace J Yuan, Regina F Frey","doi":"10.1187/cbe.23-05-0092","DOIUrl":"10.1187/cbe.23-05-0092","url":null,"abstract":"Students struggle to regulate their learning during independent study sessions. In this study, we ask whether an online behavioral intervention helped introductory students decrease distraction while studying. The intervention consisted of exam 1 reflection, exam 2 planning, and exam 2 reflection exercises. During planning, students formed a goal, mentally contrasted (MC) a positive outcome of their goal to their present reality, identified an obstacle, and formed an implementation intention (II) to overcome that obstacle. During reflection, students self-reported their distraction while studying. Distraction was the most frequently reported study obstacle, and decreasing distraction was the second most frequently reported study goal. While students who aimed to decrease distraction as a goal did not follow through, students who planned for distraction obstacles did follow through on decreasing distraction levels. Only about half of students generated an II that aligned with their study goal, which may provide one reason for the opposing follow-through of distraction framed as a goal versus as an obstacle. Lastly, we examined the specificity of students' II's and found no relationship with follow-through. Overall, MC with II holds promise as a self-regulatory technique to help introductory biology students change their behaviors while studying.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 1","pages":"ar3"},"PeriodicalIF":3.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10956610/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138813956","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

Metacognitive Exam Preparation Assignments in an Introductory Biology Course Improve Exam Scores for Lower ACT Students Compared with Assignments that Focus on Terms. 与注重术语的作业相比，生物入门课程中的元认知备考作业可提高 ACT 成绩较低学生的考试分数。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-03-01 DOI: 10.1187/cbe.22-10-0212

Diane K Angell, Sharon Lane-Getaz, Taylor Okonek, Stephanie Smith

{"title":"Metacognitive Exam Preparation Assignments in an Introductory Biology Course Improve Exam Scores for Lower ACT Students Compared with Assignments that Focus on Terms.","authors":"Diane K Angell, Sharon Lane-Getaz, Taylor Okonek, Stephanie Smith","doi":"10.1187/cbe.22-10-0212","DOIUrl":"10.1187/cbe.22-10-0212","url":null,"abstract":"Preparing for exams in introductory biology classrooms is a complex metacognitive task. Focusing on lower achieving students (those with entering ACT scores below the median at our institution), we compared the effect of two different assignments distributed ahead of exams by dividing classes in half to receive either terms to define or open-ended metacognitive questions. Completing metacognitive assignments resulted in moderately higher exam scores for students on the second and third exams. Metacognitive assignments also improved accuracy (difference between predicted and actual exam scores) for the second and third exam in lower ACT students, but that improvement was driven largely by higher exam scores in the metacognitive group. Thus, despite the fact that the metacognitive assignments specifically asked students to reflect on their previous exam performance, their previous estimates and predict how well they expected to perform on the exam they were preparing for, there was little evidence that these assignments influenced lower achieving students' confidence levels any more than assignments where students defined terms. While understanding relevant terms was certainly important in this course, these results highlight that open-ended metacognitive prompts may improve exam scores in some students in introductory biology classrooms.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 1","pages":"ar6"},"PeriodicalIF":3.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10956609/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139433180","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

Try Before You Buy: Are There Benefits to a Random Trial Period before Students Choose Their Collaborative Teams? 先试后买：学生选择合作团队前的随机试用期有好处吗？

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-03-01 DOI: 10.1187/cbe.23-01-0011

Sukhada Samudra, Cynney Walters, Destiny Williams-Dobosz, Aarati Shah, Peggy Brickman

{"title":"Try Before You Buy: Are There Benefits to a Random Trial Period before Students Choose Their Collaborative Teams?","authors":"Sukhada Samudra, Cynney Walters, Destiny Williams-Dobosz, Aarati Shah, Peggy Brickman","doi":"10.1187/cbe.23-01-0011","DOIUrl":"10.1187/cbe.23-01-0011","url":null,"abstract":"The cognitive and performance benefits of group work in undergraduate courses depend on understanding how to structure groups to promote communication and comfort while also promoting diversity and reducing conflict. The current study utilized social network analysis combined with self-reported survey data from 555 students in 155 groups to understand how students identified group members whom they wished to work with. Students' willingness to work with their peers was positively associated with behavioral traits pertaining to attention, participation, and preparedness in class. We tested whether preventing students from choosing their group members until completing a multiweek period of random assignment to different groups each week influenced group selection criteria, and we found little effect. Students continued to depend on demographic similarities such as gender and ethnicity when selecting groupmates and enforcing random interactions before the group formation did not influence group satisfaction and/or grades. Random interactions before group formation did influence the willingness of students to continue working with peers who were persistently poorly rated based on behavioral attributes and contribution to the group work. Thus, the effort of random assignment could be beneficial to identify struggling students and improve collaboration.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 1","pages":"ar2"},"PeriodicalIF":3.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10956613/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138813962","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, Fact, and Anthropogenic Disturbances: Undergraduate Attitudes Toward Wildfire and Urbanization after a Brief Intervention. 情感、事实和人为干扰：短暂干预后大学生对野火和城市化的态度。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-03-01 DOI: 10.1187/cbe.22-08-0152

Mali M Hubert, Maryrose Weatherton, Elisabeth E Schussler

{"title":"Emotion, Fact, and Anthropogenic Disturbances: Undergraduate Attitudes Toward Wildfire and Urbanization after a Brief Intervention.","authors":"Mali M Hubert, Maryrose Weatherton, Elisabeth E Schussler","doi":"10.1187/cbe.22-08-0152","DOIUrl":"10.1187/cbe.22-08-0152","url":null,"abstract":"Understanding attitudes towards anthropogenic disturbances, especially among undergraduates, is important to inform educational practices because of the theoretical link between attitude and behavior. We evaluated the attitudes of undergraduate students in a biology majors course and nonmajors course toward two anthropogenic disturbances: wildfire and urbanization. Student attitudes were assessed via an online Wildfire and Urbanization Attitude survey (WUAS) before and after a video intervention, randomly delivered as either fact- or emotion-based versions. Student beliefs regarding wildfire and urbanization were positively correlated with their general intention to act toward environmental issues on both pre- and postintervention surveys, as suggested by theory. Student belief that urbanization was bad for the environment increased from pre- to postintervention. However, beliefs and intention to act did not statistically differ between majors/nonmajors or intervention video type. This study hints that brief interventions can impact student disturbance beliefs, but more research is needed to guide curriculum development. Despite some research suggesting the value of emotion to inspire climate action, our results suggest that more work needs to be done regarding the value of emotion to increase environmental action toward other anthropogenic disturbances.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 1","pages":"ar4"},"PeriodicalIF":3.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10956598/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139081130","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

Annotations of LSE Research: Enhancing Accessibility and Promoting High Quality Biology Education Research. LSE 研究注释：提高生物教育研究的可及性，促进高质量的生物教育研究。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-03-01 DOI: 10.1187/cbe.23-09-0171

Kyle J Frantz, Rebecca M Price, Tatiane Russo-Tait, Clark R Coffman

引用次数: 0

Developing Student Expertise in Evolution: Cognitive Construals Complement Key Concepts in Student Representations. 培养学生的进化专业知识：认知构想补充学生表象中的关键概念。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-03-01 DOI: 10.1187/cbe.23-06-0109

Kamali Sripathi, Aidan Hoskinson

{"title":"Developing Student Expertise in Evolution: Cognitive Construals Complement Key Concepts in Student Representations.","authors":"Kamali Sripathi, Aidan Hoskinson","doi":"10.1187/cbe.23-06-0109","DOIUrl":"10.1187/cbe.23-06-0109","url":null,"abstract":"Genetic variation is historically challenging for undergraduate students to master, potentially due to its grounding in both evolution and genetics. Traditionally, student expertise in genetic variation has been evaluated using Key Concepts. However, Cognitive Construals may add to a more nuanced picture of students' developing expertise. Here, we analyze the occurrence of Key Concepts and Cognitive Construals among three types of student representations: interviews, drawn models, and constructed responses (CRs). Our mixed-methods analysis indicates that differential survival and differential reproduction occur more often in interviews than in CRs. In our interviews, presence of Cognitive Construals indicate varying levels of understanding of genetic variation, but we were not able to detect Cognitive Construals in students' models or CRs. Finally, our analyses of both Key Concepts and Cognitive Construals in student representations indicate that Cognitive Construals can co-occur with any number of Key Concepts, and that the presence of Construal-based language alone does not seem to correlate to the expert nature of a response. Taken together, our results highlight the need for instructors to avoid treating Construal-based language as implicit disconnects in student understanding, and to use multiple methods to gain a holistic picture of student expertise.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 1","pages":"ar9"},"PeriodicalIF":3.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10956600/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139673751","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

Anatomy of an Education Study: Asset-Based Research to Uncover Black Science Majors' Community Cultural Wealth. 教育研究剖析：基于资产的研究，揭示黑人科学专业学生的社区文化财富。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-03-01 DOI: 10.1187/cbe.23-04-0061

Tatiane Russo-Tait, Rebecca M Price

引用次数: 0

Designing Activities to Teach Higher-Order Skills: How Feedback and Constraint Affect Learning of Experimental Design. 设计活动教授高阶技能：反馈和约束如何影响实验设计的学习。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-03-01 DOI: 10.1187/cbe.22-08-0158

Eli Meir, Denise Pope, Joel K Abraham, Kerry J Kim, Susan Maruca, Jennifer Palacio

{"title":"Designing Activities to Teach Higher-Order Skills: How Feedback and Constraint Affect Learning of Experimental Design.","authors":"Eli Meir, Denise Pope, Joel K Abraham, Kerry J Kim, Susan Maruca, Jennifer Palacio","doi":"10.1187/cbe.22-08-0158","DOIUrl":"10.1187/cbe.22-08-0158","url":null,"abstract":"Active learning approaches to biology teaching, including simulation-based activities, are known to enhance student learning, especially of higher-order skills; nonetheless, there are still many open questions about what features of an activity promote optimal learning. Here we designed three versions of a simulation-based tutorial called Understanding Experimental Design that asks students to design experiments and collect data to test their hypotheses. The three versions vary the experimental design task along the axes of feedback and constraint, where constraint measures how much choice students have in performing a task. Using a variety of assessments, we ask whether each of those features affects student learning of experimental design. We find that feedback has a direct positive effect on learning. We further find that small changes in constraint have only subtle and mostly indirect effects on learning. This work suggests that designers of tools for teaching higher-order skills should strive to include feedback to increase impact and may feel freer to vary the degree of constraint within a range to optimize for other features such as the ability to provide immediate feedback and time-on-task.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 1","pages":"ar1"},"PeriodicalIF":3.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10956604/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138813958","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

Change as a Scientific Enterprise: Practical Suggestions about Using Change Theory. 变革是一项科学事业：使用变革理论的实用建议》。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-03-01 DOI: 10.1187/cbe.23-06-0103

Daniel L Reinholz, Tessa C Andrews

{"title":"Change as a Scientific Enterprise: Practical Suggestions about Using Change Theory.","authors":"Daniel L Reinholz, Tessa C Andrews","doi":"10.1187/cbe.23-06-0103","DOIUrl":"10.1187/cbe.23-06-0103","url":null,"abstract":"Change theory has increasingly become an area of scholarship in STEM education. While this area has traditionally been a topic for organizational psychology, business management, communication studies, and higher education, STEM education researchers are increasingly aware of the need to use formal theories to guide change efforts and research. Formal change theory encompasses our current research-based knowledge about how and why change occurs, and therefore, can guide the selection and design of promising interventions. Yet learning about and using theory is challenging because many of us have no formal training in this area and relevant scholarship comes from many different disciplines. Inconsistent terminology creates an additional barrier. Thus, this essay aims to contribute to a common lexicon in STEM higher educational change efforts by clearly distinguishing between formalized change theory, which emerges from research, and a theory of change, which guides the logic of a specific project. We also briefly review the current state of the field regarding the use of formal change theory and provide examples of how change theory has been used in biology education. Lastly, we offer practical guidance for researchers and change agents who wish to more intentionally and effectively use change theory in their work.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 1","pages":"es1"},"PeriodicalIF":3.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10956599/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139081128","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

Christian Student Experiences During Peer Interactions in Undergraduate Biology Courses. 基督教学生在生物本科课程中的同伴互动体验。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-03-01 DOI: 10.1187/cbe.23-01-0020

Baylee A Edwards, Chloe Bowen, M Elizabeth Barnes, Sara E Brownell

{"title":"Christian Student Experiences During Peer Interactions in Undergraduate Biology Courses.","authors":"Baylee A Edwards, Chloe Bowen, M Elizabeth Barnes, Sara E Brownell","doi":"10.1187/cbe.23-01-0020","DOIUrl":"10.1187/cbe.23-01-0020","url":null,"abstract":"The tension between religion and science as a long-standing barrier to science education has led researchers to explore ways of improving the experiences of Christian students in biology who can experience their Christianity as stigmatized in academic biology environments. As undergraduate science classes become student-centered, interactions among students increase, and Christians may feel a need to conceal their religious identities during peer discussions. In this interview study, we used the social psychology framework of concealable stigmatized identities to explore 30 Christian students' experiences during peer interactions in undergraduate biology courses to find potential ways to improve those experiences. We found that students felt their religious identity was salient during peer interactions in biology, and students thought revealing their religious identity to peers in their biology courses could be beneficial, yet few actually did so. Additionally, though most students anticipated stigma, comparatively few had experienced stigma from other students in their biology courses, despite the prior documented cultural stigma against Christians in biology. These results indicate a need for future studies exploring the impact of learning environments in which students are given the opportunity to share their religious identities with one another, which could reduce their anticipated and perceived stigma.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 1","pages":"ar7"},"PeriodicalIF":3.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10956612/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139433178","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