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Investigating Student Noticing of Quantitative Reasoning in Introductory Biology Labs. 生物学导论实验室中学生对定量推理注意的调查。
IF 4.6 2区 教育学
Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-04-0124
Jeremy L Hsu, Sara Gartland, Joelle Prate, Charles Hohensee
{"title":"Investigating Student Noticing of Quantitative Reasoning in Introductory Biology Labs.","authors":"Jeremy L Hsu, Sara Gartland, Joelle Prate, Charles Hohensee","doi":"10.1187/cbe.24-04-0124","DOIUrl":"10.1187/cbe.24-04-0124","url":null,"abstract":"<p><p>Quantitative reasoning (QR) is a key skill for undergraduate biology education. Despite this, many students struggle with QR. Here, we use the theoretical framework of student noticing to investigate why some students struggle with QR in introductory biology labs. Under this framework, what students notice when given new information and data influences how they process this information and connect it with other events to form new conceptions. Students must mentally isolate given features, create mental records of those features, and identify features or objects that they connect to existing knowledge. Identifying these features or objects is thus critical since they form the foundation upon which learning takes place. We conducted observations of groups in introductory biology labs involving QR, which informed follow-up interviews to examine what students notice, the level/relevance of their noticing, and factors that shape student noticing. We find that some students are noticing more perceptual features, often focusing on less relevant trends and features, with others noticing deeper, more relevant patterns that facilitate conceptual sensemaking. In addition, we find multiple factors, including students' expectations and their attitude toward QR and biology, that shape student noticing. We conclude with implications for instructors and the biology education research community.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar14"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974523/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143017175","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
Building Communities of Practice among Undergraduate STEM Departments to Foster Emergent Transformation: A Report on the Impact of Multiple-year Engagement within the PULSE Midwest and Great Plains Regional Network. 在本科STEM部门之间建立实践社区以促进紧急转型:关于PULSE中西部和大平原地区网络内多年参与影响的报告。
IF 4.6 2区 教育学
Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-02-0042
Taylor Allen, Paul E Arriola, Caroline Breitenberger, Karen Klyczek, Kathleen A Marrs, Steven Matzner, Kathryn G Miller, Jo Anne Powell-Coffman, Mikayla Thatcher
{"title":"Building Communities of Practice among Undergraduate STEM Departments to Foster Emergent Transformation: A Report on the Impact of Multiple-year Engagement within the PULSE Midwest and Great Plains Regional Network.","authors":"Taylor Allen, Paul E Arriola, Caroline Breitenberger, Karen Klyczek, Kathleen A Marrs, Steven Matzner, Kathryn G Miller, Jo Anne Powell-Coffman, Mikayla Thatcher","doi":"10.1187/cbe.24-02-0042","DOIUrl":"10.1187/cbe.24-02-0042","url":null,"abstract":"<p><p>A vibrant ecosystem of innovation hinges on undergraduate science programs that inclusively deepen conceptual understanding, develop scientific competencies, and spark wonder and appreciation for science. To create this ecosystem, we need to influence multiple components of the system, including faculty as well as culture (i.e., rules, goals, and beliefs giving rise to them). Here we describe and evaluate a multi-institution community of practice focused on transforming undergraduate biology programs' organizational practices, behaviors, and beliefs, as well as instilling a sense of agency in community participants. The approach drew on three change theories: Community of Practice, Participatory Organizational Change, and Organizational Justice. Via mixed methods, we found that participation in the community catalyzed the flow of tangible capital (knowledge resources), grew social capital (relationships and identity), and developed human capital (creative problem-solving and facilitative leadership skills; sense of agency). In participants' home departments, application of knowledge capital was associated with increased implementation of the principles of the Vision and Change report. Departmental change was enhanced when coupled with use of capitals developed through a community of practice centered on creative problem-solving, facilitative leadership, conflict resolution, and organizational justice.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar5"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974526/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869547","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
Cisnormative Language and Erasure of Trans* and Genderqueer Student Representation in Biology Education Research. 生物教育研究中的顺式规范语言和对跨性别学生代表的抹杀。
IF 4.6 2区 教育学
Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-01-0033
Kaitlyn Coburn, Kris Troy, Carly A Busch, Naomi Barber-Choi, Kevin M Bonney, Brock Couch, Marcos E García-Ojeda, Rachel Hutto, Lauryn Famble, Matt Flagg, Tracy Gladding, Anna Kowalkowski, Carlos Landaverde, Stanley M Lo, Kimberly MacLeod, Blessed Mbogo, Taya Misheva, Andy Trinh, Rebecca Vides, Erik Wieboldt, Cara Gormally, Jeffrey Maloy
{"title":"Cisnormative Language and Erasure of Trans* and Genderqueer Student Representation in Biology Education Research.","authors":"Kaitlyn Coburn, Kris Troy, Carly A Busch, Naomi Barber-Choi, Kevin M Bonney, Brock Couch, Marcos E García-Ojeda, Rachel Hutto, Lauryn Famble, Matt Flagg, Tracy Gladding, Anna Kowalkowski, Carlos Landaverde, Stanley M Lo, Kimberly MacLeod, Blessed Mbogo, Taya Misheva, Andy Trinh, Rebecca Vides, Erik Wieboldt, Cara Gormally, Jeffrey Maloy","doi":"10.1187/cbe.24-01-0033","DOIUrl":"10.1187/cbe.24-01-0033","url":null,"abstract":"<p><p>Trans* and genderqueer student retention and liberation is integral for equity in undergraduate education. While STEM leadership calls for data-supported systemic change, the erasure and othering of trans* and genderqueer identities in STEM research perpetuates cisnormative narratives. We sought to characterize how sex and gender data are collected, analyzed, and described in biology education research. We reviewed and coded 328 original research studies published in CBE-Life Science Education from 2018 to 2022. Studies often relied upon binary classifications and conflated sex and gender. For instance, terms used to describe sex, such as \"male\" and \"female,\" were frequently offered as gender options. Only 27 studies (8%) included trans* and genderqueer students in their analysis. Of those that excluded trans* and genderqueer students from analysis, only 23 (7.6%) acknowledged this as a methodological limitation. Further, there has been no temporal trend away from cisnormative language over the 5-year period we analyzed (OR = 1.0, <i>p</i> = 0.93). Our findings show the prevalence of cisnormative language and methodologies in biology education research and demonstrate a lack of representation of trans* and genderqueer individuals. Our results are a call for researchers to critically conceptualize whether and how they investigate gender data in future studies.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar3"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974539/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869548","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
Spontaneous Anthropocentric Language Use in University Students' Explanations of Biological Concepts Varies by Topic and Predicts Misconception Agreement. 大学生在解释生物概念时自发使用的人类中心主义语言因主题而异,并预测误解的一致性。
IF 4.6 2区 教育学
Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-07-0198
Catie Nielson, Emma Pitt, Michal Fux, Kristin de Nesnera, Nicole Betz, Jessica S Leffers, Kimberly D Tanner, John D Coley
{"title":"Spontaneous Anthropocentric Language Use in University Students' Explanations of Biological Concepts Varies by Topic and Predicts Misconception Agreement.","authors":"Catie Nielson, Emma Pitt, Michal Fux, Kristin de Nesnera, Nicole Betz, Jessica S Leffers, Kimberly D Tanner, John D Coley","doi":"10.1187/cbe.24-07-0198","DOIUrl":"10.1187/cbe.24-07-0198","url":null,"abstract":"<p><p>Previous research has shown that students employ intuitive thinking when understanding scientific concepts. Three types of intuitive thinking-essentialist, teleological, and anthropic thinking-are used in biology learning and can lead to misconceptions. However, it is unknown how commonly these types of intuitive thinking, or cognitive construals, are used spontaneously in students' explanations across biological concepts and whether this usage is related to endorsement of construal-consistent misconceptions. In this study, we examined how frequently undergraduate students across two U.S. universities (<i>N</i> = 807) used construal-consistent language (CCL) to explain in response to open-ended questions related to five core biology concepts (e.g., evolution), how CCL use differed by concept, and how this usage was related to misconceptions agreement. We found that the majority of students used some kind of CCL in the responses to these open-ended questions and that CCL use varied by target concept. We also found that students who used CCL in their response agreed more strongly with misconception statements, a relationship driven by anthropocentric language use, or language that focused on humans. These findings suggest that American university students use intuitive thinking when reasoning about biological concepts with implications for their understanding.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar11"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974531/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142984777","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
Supporting Multilingual Science Learners. 支持多语言科学学习者。
IF 4.1 2区 教育学
Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.25-01-0009
Julia Svoboda
{"title":"Supporting Multilingual Science Learners.","authors":"Julia Svoboda","doi":"10.1187/cbe.25-01-0009","DOIUrl":"10.1187/cbe.25-01-0009","url":null,"abstract":"<p><p>The purpose of the Current Insights feature is to highlight recent research and scholarship from outside the LSE community. In this installment, I draw together work by research teams to address inequities facing multilingual learners in science classrooms. The articles in this set represent a movement based in the ideas and pedagogies of <i>translanguaging.</i> Translanguaging describes the diverse and fluid ways in which learners use and develop language and rejects narrow definitions of language that have been used to marginalize multilingual learners. Applied to science education, translanguaging inspires questions about how to help multilingual learners navigate existing science learning environments while also working to transform restrictive language systems that continue to dominate science learning spaces.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"fe1"},"PeriodicalIF":4.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974533/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392564","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
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":"<p><p>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.</p>","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. 自我测试和学习策略的贯彻支持学生的成功。
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":"<p><p>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.</p>","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":"<p><p>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.</p>","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
Probing Visual Literacy Skills Reveals Unexpected Student Conceptions of Chromosomes. 探索视觉素养技能揭示意想不到的学生染色体概念。
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":"<p><p>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.</p>","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
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":"<p><p>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.</p>","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
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