Cbe-Life Sciences Education最新文献_第2页

Undergraduate STEM Students' Perceptions of Grading Practices Reveal that Quiz Retakes Positively Impact Drivers of Self-determination. 科学、技术和工程专业本科生对评分做法的看法表明，重做测验会对自我决定的驱动力产生积极影响。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-06-0167

Brie Tripp, Akshaya Ravi, Ethan Pang, Robert E Furrow

{"title":"Undergraduate STEM Students' Perceptions of Grading Practices Reveal that Quiz Retakes Positively Impact Drivers of Self-determination.","authors":"Brie Tripp, Akshaya Ravi, Ethan Pang, Robert E Furrow","doi":"10.1187/cbe.24-06-0167","DOIUrl":"10.1187/cbe.24-06-0167","url":null,"abstract":"Grades are a staple of education and a gateway to future career opportunities. Yet, grading practices can (re)produce inequities and cause students to feel inadequate and unmotivated. Alternative grading practices may address these problems, but these strategies are often time intensive and impractical in larger classroom settings. In this study, we explore an easy-to-implement grading practice, in-class quiz retakes, to conceptualize how grades motivate learning and impact well-being for undergraduate students in science, technology, engineering, and mathematics (STEM). Through the lens of self-determination theory, we conducted semistructured interviews with undergraduates who experienced quiz retakes in two STEM courses. Our results revealed that retakes largely improved students' perceptions of their competence in the subject matter, autonomy in grade outcomes, feelings of relatedness to the instructors, and overall motivation to learn. The majority of students also expressed how traditional grading practices negatively impacted their motivation and well-being. In addition, a quantitative analysis revealed that quiz retakes particularly benefitted students who scored lower on their initial quizzes. We aspire for this study to prompt educators to reconsider traditional grading practices by opting for more equitable and just alternative grading approaches that motivate student learning and mitigate systemic barriers in education.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar4"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974534/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869642","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

Self-Testing and Follow-Through of Learning Strategies Supports Student Success.

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-04-0128

Zachary S Hazlett, P Citlally Jimenez, Jennifer K Knight

{"title":"Self-Testing and Follow-Through of Learning Strategies Supports Student Success.","authors":"Zachary S Hazlett, P Citlally Jimenez, Jennifer K Knight","doi":"10.1187/cbe.24-04-0128","DOIUrl":"10.1187/cbe.24-04-0128","url":null,"abstract":"Evidence abounds that passive strategies such as rereading or highlighting are less effective than active strategies such as drawing models or explaining concepts to others. However, many studies have also reported that students tend to use learning strategies that they perceive as comfortable and easy, even when other strategies may be more successful. In this study, we asked students to self-report their study strategies after test-taking, as well as any planned new strategies. We also compared their self-reports with their actual use of the technique of self-testing, which was defined as completing practice problems in their online courseware system. In contrast to prior studies, students reported using self-testing more than any other strategy, and the amount of self-testing they used predicted their final performance in the course. Students' continued reporting of intended new strategies also correlated with performance, as did the accuracy of their reports of self-testing. These findings demonstrate that the amount of self-testing affects performance, and that students' accurate reporting of self-testing could be an indicator of their awareness.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar16"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974538/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143365543","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

Alone and Together: Exploring the Relationship Between Individual and Social Metacognition in College Biology Students During Problem Solving. 单独与共同：探讨大学生物学学生解题过程中个体元认知与社会元认知的关系。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-05-0156

Emily K Bremers, Olive K McKay, Julie Dangremond Stanton

{"title":"Alone and Together: Exploring the Relationship Between Individual and Social Metacognition in College Biology Students During Problem Solving.","authors":"Emily K Bremers, Olive K McKay, Julie Dangremond Stanton","doi":"10.1187/cbe.24-05-0156","DOIUrl":"10.1187/cbe.24-05-0156","url":null,"abstract":"When students use metacognition, they can more effectively problem solve on their own and in groups. Most metacognition studies have focused on individual learners while a few studies have begun to explore the metacognition learners use in social settings. Little is known about the comparison between how an individual student may use metacognition in solitary and collaborative contexts. To explore the relationship between individual and social metacognition, we asked: how do life science students' approaches for metacognition while problem solving on their own relate to their metacognitive approaches when problem solving in groups? We recorded students working in small groups and conducted think-aloud interviews with the same students. By coding for metacognition, we found that students vary in their use of metacognition during individual and group problem solving. The majority of the students in our study used similar metacognitive approaches across settings, while other students showed greater evidence of one form of metacognition over the other. Interestingly, we found that students corrected or evaluated their peers' thinking more than their own thinking, and we hypothesize that group dynamics can affect students' social metacognition. We present our results in a series of cases that illustrate the variation observed and offer suggestions for instructors for promoting metacognition.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar1"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974522/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869569","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

Using a STEM Course on Inclusion, Diversity, Equity, and Accessibility to Explore Student Reflections on their Socialization into STEM and their Observations of the Figured World of Higher Education STEM Contexts. 利用一门关于包容、多样性、公平和可及性的STEM课程，探索学生对他们融入STEM社会的思考，以及他们对高等教育STEM背景下的数字世界的观察。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-02-0071

Michele G Wheatly, Jessica Dewey, Laurel Willingham-McLain, Jacques Safari Mwayaona

{"title":"Using a STEM Course on Inclusion, Diversity, Equity, and Accessibility to Explore Student Reflections on their Socialization into STEM and their Observations of the Figured World of Higher Education STEM Contexts.","authors":"Michele G Wheatly, Jessica Dewey, Laurel Willingham-McLain, Jacques Safari Mwayaona","doi":"10.1187/cbe.24-02-0071","DOIUrl":"10.1187/cbe.24-02-0071","url":null,"abstract":"Science remains an exclusionary field to people who do not align with \"acceptable\" worldviews (e.g., white, Western, masculine). One avenue for making science more welcoming and inclusive is to empower current science students to become change agents in their fields. However, it is useful to understand where students are starting from before we can empower them as change agents. In the context of a new course focused on Inclusion, Diversity, Equity, and Accessibility in science technology engineering and mathematics (STEM), we explore students' reflections on their socialization into science and observations of the figured worlds of science in their higher education learning spaces. We found that students can recognize and reflect critically on various forms of identity and capital that are involved in and impact their socialization into science. We also found that students can describe, connect, and critique many aspects of the figured worlds of science presented in their higher education learning spaces. Not all students in this study made the same degree of reflections and observations, indicating different levels of preparedness for change agency. Asking students to reflect on their pathways into and experiences of science can also encourage more students to identify, recognize, and push back against inequities in science.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar12"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974540/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143017177","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

Probing Visual Literacy Skills Reveals Unexpected Student Conceptions of Chromosomes.

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-07-0176

Crystal Uminski, Dina L Newman, L Kate Wright

{"title":"Probing Visual Literacy Skills Reveals Unexpected Student Conceptions of Chromosomes.","authors":"Crystal Uminski, Dina L Newman, L Kate Wright","doi":"10.1187/cbe.24-07-0176","DOIUrl":"10.1187/cbe.24-07-0176","url":null,"abstract":"Molecular biology can be challenging for undergraduate students because it requires visual literacy skills to interpret abstract representations of submicroscopic concepts, structures, and processes. The Conceptual-Reasoning-Mode framework suggests that visual literacy relies on applying conceptual knowledge to appropriately reason with the different ways of representing concepts in molecular biology. We used this framework to specifically explore visual literacy related to chromosomes. We conducted 35 semistructured interviews with students who had taken at least a year of college-level biology courses, and we asked them to sketch chromosomes, interpret an abstract representation of chromosomes, and use the abstract representation to answer a multiple choice question about meiosis. While many participants used the correct vocabulary to describe chromosome structure and function, probing their visual literacy skills revealed gaps in their understanding. Notably, 97% of participants (34 of 35) held conceptual errors related to chromosome structure and function, which were often only revealed in their sketches or explanations of their sketches. Our findings highlight the importance of scaffolding visual literacy skills into instruction by teaching with a variety of visual models and engaging students in using and interpreting the conventions of abstract representations of chromosomes.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar17"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974529/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143473324","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

What Happens When Undergraduate Biology Students Meet with Professional Scientists to Discuss Research? An Exploratory Investigation into Scientific Discourse, Motivation, and Sense of Belonging. 当生物学本科生与专业科学家会面讨论研究时，会发生什么？科学话语、动机与归属感的探索性研究。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-08-0209

Alexandra Machrone, Mainlyng Duenas, Amy Acosta, Roxana Alvarez, Hannah Bruce-Opris, Robin Castellano, Kyriaki Chatzikyriakidou, Kassandra Concepcion, Jessica Colon, Sophia Hawks, Eva Knekta, Valery Mardini, Laura Moralejo, Shagayeg Mousavi, Lai Ng Duarte, Arielis Perez, Enza Russoniello, Melissa McCartney

{"title":"What Happens When Undergraduate Biology Students Meet with Professional Scientists to Discuss Research? An Exploratory Investigation into Scientific Discourse, Motivation, and Sense of Belonging.","authors":"Alexandra Machrone, Mainlyng Duenas, Amy Acosta, Roxana Alvarez, Hannah Bruce-Opris, Robin Castellano, Kyriaki Chatzikyriakidou, Kassandra Concepcion, Jessica Colon, Sophia Hawks, Eva Knekta, Valery Mardini, Laura Moralejo, Shagayeg Mousavi, Lai Ng Duarte, Arielis Perez, Enza Russoniello, Melissa McCartney","doi":"10.1187/cbe.24-08-0209","DOIUrl":"10.1187/cbe.24-08-0209","url":null,"abstract":"Engagement in scientific discourse is an essential part of becoming a scientist. In this exploratory study, we aim to examine the scientific discourse (and resulting benefits) between undergraduate biology students and professional scientists. We developed a novel method for engaging in scientific discourse, grounded in the theory of legitimate peripheral participation, where undergraduate biology students participate in communities of practice within their own departments. Students selected a piece of primary scientific literature (PSL) from a professional scientist in their department and, after spending time annotating the PSL, met with the professional scientist to engage in scientific discourse. We analyzed the time students spent speaking and characterized questions students ask professional scientists. In addition, student motivation for reading PSL and students' sense of belonging to their department shifted positively, suggesting that students are integrating into the scientific community of practice being formed between students and professional scientists. We discuss best practices for supporting effective scientific discourse between undergraduates and scientists.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar6"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974530/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869646","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: Students Identify How to Support their Transfer from Community College.

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-07-0185

Joel K Abraham, Rebecca M Price

引用次数: 0

Intelligence in Context: A Context-specific Mindset Measure Better Predicts Outcomes for Science and Math Undergraduates. 情境中的智力：特定情境下的心态测量能更好地预测理科和数学本科生的成绩。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-09-0229

Lisa B Limeri

{"title":"Intelligence in Context: A Context-specific Mindset Measure Better Predicts Outcomes for Science and Math Undergraduates.","authors":"Lisa B Limeri","doi":"10.1187/cbe.24-09-0229","DOIUrl":"10.1187/cbe.24-09-0229","url":null,"abstract":"Mindset (beliefs about the malleability of intelligence) has been studied in a variety of contexts for decades. Recent research highlights the importance of contextual factors in moderating mindset's impact on student outcomes. The commonly-used original mindset measure is context-general. Recently, a mindset measure that is specific to science and math undergraduates was developed: the Undergraduate Lay Theories of Abilities (ULTrA) Survey. I hypothesized that a context-specific measure of mindset would associate more strongly with undergraduates' outcomes than a context-general measure. I surveyed 1537 undergraduates with Dweck's 3-item original mindset measure, ULTrA, and measures of outcomes (sense of belonging, goal orientation, self-handicapping, evaluative concern and intent to persist in science) and collected course grades. Structural equation modeling indicated that the fixed factor of the ULTrA exhibited stronger and more consistent relationships with outcomes than the 3-item original mindset measure and predicted unique variance in outcomes above and beyond what the original mindset measure accounted for. The academic outcomes (intent to persist and course grade) were significantly related to ULTrA, but not the original mindset measure. Our results provide evidence that the context-specific ULTrA survey can detect relationships with undergraduate outcomes that the context-general original mindset measure can fail to detect.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar19"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974520/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143576065","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

An Asynchronous Chemistry-in-biology Intervention Improves Student Content Knowledge and Performance in Introductory Biology. 异步化学生物干预提高了学生在生物入门课程中的内容知识和成绩。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-05-0151

Clara L Meaders, Lilyan Mendez, Alfonso Godínez Aguilar, Angelita T Rivera, Izabella Vasquez, Liam O Mueller, Melinda T Owens

{"title":"An Asynchronous Chemistry-in-biology Intervention Improves Student Content Knowledge and Performance in Introductory Biology.","authors":"Clara L Meaders, Lilyan Mendez, Alfonso Godínez Aguilar, Angelita T Rivera, Izabella Vasquez, Liam O Mueller, Melinda T Owens","doi":"10.1187/cbe.24-05-0151","DOIUrl":"10.1187/cbe.24-05-0151","url":null,"abstract":"Introductory biology is a gateway course for majors and other science, technology, engineering, and mathematics (STEM) disciplines. Despite the importance of chemistry content knowledge for understanding biology, the relationship between chemistry knowledge and prior coursework and biology course performance is understudied. We used an opportunity gap framework to investigate the extent to which there were opportunity gaps in prior chemistry coursework and knowledge and associated these gaps with subsequent equity gaps in student performance on introductory biology assessments. We also developed, implemented, and assessed an asynchronous content-based intervention to support student learning and reduce equity gaps. We collected data from ∼1800 students enrolled in seven course sections of introductory biology, including two course sections prior to implementation of the intervention and five course sections with the intervention. We identified opportunity gaps in chemistry coursework that were associated with students' performance on their first introductory biology exam. The results from this study highlight the importance of addressing chemistry concepts early in a course with sufficient support for students and an understanding of opportunity gaps.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar2"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974528/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869577","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

Persisting Toward a Career in Biomedical Research: A Black, Male Scientists' Becoming-Scientist-With Multiple Spatial Configurations.

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-01-0025

Katherine Ann Ayers, Alison Happel-Parkins, Olayinka Mohorn-Mintah, Terino Retic, Susan N Nordstrom

{"title":"Persisting Toward a Career in Biomedical Research: A Black, Male Scientists' Becoming-Scientist-With Multiple Spatial Configurations.","authors":"Katherine Ann Ayers, Alison Happel-Parkins, Olayinka Mohorn-Mintah, Terino Retic, Susan N Nordstrom","doi":"10.1187/cbe.24-01-0025","DOIUrl":"10.1187/cbe.24-01-0025","url":null,"abstract":"This study explores the process of becoming-scientist-with, a dynamic and relational concept that redefines science identity development as a nonlinear, evolving journey. Focused on a Black male student, Travis, the study examines how his science identity was shaped through entanglements with various material and discursive forces across multiple science, technology, engineering, math, and medicine (STEMM) learning spaces. Becoming-scientist-with is conceptualized as a continual negotiation of identity within these environments, emphasizing the roles of power, systemic racism, and institutional practices in shaping students' experiences. The paper critically examines Travis' journey through an undergraduate biology program, a research immersion program, and an afterschool STEMM club, showing how exclusionary practices in formal educational settings and affirming practices in informal contexts shaped his persistence in STEMM. The findings highlight the significance of supportive relationships, culturally responsive mentorship, and alternative learning environments in disrupting institutionalized racism. Ultimately, the study argues for a reimagined approach to science identity that accounts for the fluid, contested, and coconstructed nature of becoming a scientist. By recognizing science identity as a process of becoming-scientist-with material and discursive forces within STEMM learning spaces, the study embraces an ethical commitment to equity, advocating for more inclusive and affirming spaces in STEMM education to support marginalized students.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar15"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974524/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069838","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