Cbe-Life Sciences Education最新文献_第7页

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":"23 3","pages":"ar38"},"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

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

Toward Culturally Responsive Mentoring of Muslim Research Mentees in the Sciences. 为科学研究领域的穆斯林被指导者提供文化适应性指导。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-07-0145

Tasneem F Mohammed, Rahmi Q Aini, M Elizabeth Barnes, Katelyn M Cooper

{"title":"Toward Culturally Responsive Mentoring of Muslim Research Mentees in the Sciences.","authors":"Tasneem F Mohammed, Rahmi Q Aini, M Elizabeth Barnes, Katelyn M Cooper","doi":"10.1187/cbe.23-07-0145","DOIUrl":"10.1187/cbe.23-07-0145","url":null,"abstract":"Research experiences are an integral part of training future scientists and fostering diversity in science. Providing culturally responsive research mentorship, defined as mentorship that incorporates cultural knowledge to improve learning experiences for a particular group, is a critical step in this endeavor. While culturally responsive mentoring is most commonly associated with mentoring students with underrepresented races and ethnicities in the sciences, it can also be helpful for mentees with a diversity of abilities, sexualities, economic backgrounds, and religions. In this essay, we discuss how mentors can provide more culturally responsive mentoring of Muslim research mentees in the sciences. Muslims are a stigmatized minority group in the United States who participate in a religious culture that often differs from the secular culture of science. Notably, there are few resources for how to engage in culturally responsive mentoring of Muslim research mentees. To address this gap, we drew from the extant literature on the challenges that Muslims encounter in the United States, which likely extends to the context of scientific research, and identified potential culturally responsive accommodations in research.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"es5"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440746/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141433551","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":"23 3","pages":"ar32"},"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

Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education. 对抗优生学和能力主义的遗产：实现反残疾主义生物科学教育。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-10-0195

Sarah-Marie Da Silva, Katharine Hubbard

{"title":"Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education.","authors":"Sarah-Marie Da Silva, Katharine Hubbard","doi":"10.1187/cbe.23-10-0195","DOIUrl":"10.1187/cbe.23-10-0195","url":null,"abstract":"Society and education are inherently ableist. Disabled people are routinely excluded from education, or have poorer outcomes within educational systems. Improving educational experiences and outcomes for people of color has required educators to design antiracist curricula that explicitly address racial inequality. Here, we explore parallel antiableist approaches to bioscience education in an essay coauthored by a disabled bioscience student and able-bodied faculty member in bioscience. Our work is underpinned by Critical Disability Theory and draws on disability and pedagogical scholarship as well as our own experiences. The biosciences has a unique need to confront its history in the discredited pseudoscience of eugenics, which has led to discrimination and human rights abuses against disabled people. We provide a brief history of the relationship between biological sciences research and eugenics and explore how this legacy impacts bioscience education today. We then present a recommended structure for antiableist biology education. Our approach goes beyond providing disability access, to a model that educates all students about disability issues and empowers them to challenge ableist narratives and practices.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"es7"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440745/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141794180","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

Empowering Disabled Voices: A Practical Guide for Methodological Shifts in Biology Education Research. 赋权于残疾人的声音：生物教育研究方法转变实用指南》。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-02-0076

Ariel Chasen, Mariel A Pfeifer

{"title":"Empowering Disabled Voices: A Practical Guide for Methodological Shifts in Biology Education Research.","authors":"Ariel Chasen, Mariel A Pfeifer","doi":"10.1187/cbe.24-02-0076","DOIUrl":"10.1187/cbe.24-02-0076","url":null,"abstract":"Biology education research provides important guidance for educators aiming to ensure access for disabled students. However, there is still work to be done in developing similar guidelines for research settings. By using critical frameworks that amplify the voices of people facing multiple forms of marginalization, there is potential to transform current biology education research practices. Many biology education researchers are still in the early stages of understanding critical disability frameworks, such as Disability Critical Race Studies (DisCrit), which consists of seven tenets designed to explore the intersecting experiences of ableism and racism. Our Research Methods Essay uses DisCrit as a model framework and pulls from other related critical disability frameworks to empower disabled voices in biology education research. Drawing from existing scholarship, we discuss how biology education researchers can design, conduct, and share research findings. Additionally, we highlight strategies that biology education scholars can use in their research to support access for participants. We propose the creation and sharing of Access and Equity Maps to help plan-and make public-the steps researchers take to foster access in their research. We close by discussing frequently asked questions researchers may encounter in taking on critical frameworks, such as DisCrit.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"rm1"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440741/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037854","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

Optional Exam Retakes Reduce Anxiety but may Exacerbate Score Disparities Between Students with Different Social Identities. 选择重考可减少焦虑，但可能加剧不同社会身份学生之间的分数差距。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.21-11-0320

K Supriya, Christofer Bang, Jessica Ebie, Christopher Pagliarulo, Derek Tucker, Kaela Villegas, Christian Wright, Sara Brownell

{"title":"Optional Exam Retakes Reduce Anxiety but may Exacerbate Score Disparities Between Students with Different Social Identities.","authors":"K Supriya, Christofer Bang, Jessica Ebie, Christopher Pagliarulo, Derek Tucker, Kaela Villegas, Christian Wright, Sara Brownell","doi":"10.1187/cbe.21-11-0320","DOIUrl":"10.1187/cbe.21-11-0320","url":null,"abstract":"Use of high-stakes exams in a course has been associated with gender, racial, and socioeconomic inequities. We investigated whether offering students the opportunity to retake an exam makes high-stakes exams more equitable. Following the control value theory of achievement emotions, we hypothesized that exam retakes would increase students' perceived control over their performance and decrease the value of a single exam attempt, thereby maximizing exam performance. We collected data on exam scores and experiences with retakes from three large introductory biology courses and assessed the effect of optional exam retakes on gender, racial/ethnic, and socioeconomic disparities in exam scores. We found that Black/African American students and those who worked more than 20 h a week were less likely to retake exams. While exam retakes significantly improved student scores, they slightly increased racial/ethnic and socioeconomic disparities in scores partly because of these differences in participation rates. Most students reported that retake opportunities reduced their anxiety on the initial exam attempt. Together our results suggest that optional exam retakes could be a useful tool to improve student performance and reduce anxiety associated with high-stakes exams. However, barriers to participation must be examined and reduced for retakes to reduce disparities in scores.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"ar30"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440740/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141433550","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

Instructional Influencers: Teaching Professors as Potential Departmental Change Agents in Diversity, Equity, and Inclusion. 教学影响者：教学教授作为多样化、平等和包容方面的潜在系变革推动者。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-03-0102

Mike Wilton, Jeffrey Maloy, Laura Beaster-Jones, Brian K Sato, Stanley M Lo, Daniel Z Grunspan

{"title":"Instructional Influencers: Teaching Professors as Potential Departmental Change Agents in Diversity, Equity, and Inclusion.","authors":"Mike Wilton, Jeffrey Maloy, Laura Beaster-Jones, Brian K Sato, Stanley M Lo, Daniel Z Grunspan","doi":"10.1187/cbe.24-03-0102","DOIUrl":"10.1187/cbe.24-03-0102","url":null,"abstract":"At many research-intensive universities in North America, there is a disproportionate loss of minoritized undergraduate students from Science, Technology, Engineering, and Mathematics (STEM) majors. Efforts to confront this diversity, equity, and inclusion (DEI) challenge, such as faculty adoption of evidenced-based instructional approaches that promote student success, have been slow. Instructional and pedagogical change efforts at the academic department level have been demonstrated to be effective at enacting reform. One potential strategy is to embed change agent individuals within STEM departments that can drive change efforts. This study seeks to assess whether tenure-track, teaching-focused faculty housed in STEM departments are perceived as influential on the instructional and pedagogical domains of their colleagues. To answer this, individuals across five STEM departments at large, research-intensive campuses identified faculty who were influential upon six domains of their instruction and pedagogy. Social network analysis of individuals in these departments revealed heterogeneity across the instructional domains. Some, like the teaching strategies network, are highly connected and involve the majority of the department; while others, like the DEI influence network, comprise a significantly smaller population of faculty. Importantly, we demonstrate that tenure-track, teaching-focused faculty are influential across all domains of instruction, but are disproportionately so in the sparsely populated DEI influence networks.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"ar35"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440739/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141725153","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

It's in the Syllabus: What Syllabi Tell us about Introductory Biology Courses. 就在教学大纲中：关于生物入门课程，教学大纲告诉我们什么？

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-05-0081

Austin Heil, Joshua Olaniran, Cara Gormally, Marguerite Peggy Brickman

{"title":"It's in the Syllabus: What Syllabi Tell us about Introductory Biology Courses.","authors":"Austin Heil, Joshua Olaniran, Cara Gormally, Marguerite Peggy Brickman","doi":"10.1187/cbe.23-05-0081","DOIUrl":"10.1187/cbe.23-05-0081","url":null,"abstract":"Biology education researchers seek to improve biology education, particularly at the introductory level, yet there is little documentation about what is actually happening in introductory biology. To characterize the landscape of learning expectations for introductory biology, we analyzed course-level learning objectives (n = 1108) and course schedules from 188 nonmajor, mixed major, and major introductory biology syllabi. We analyzed syllabi collected from a diverse range of U.S. institution types to uncover insights about instructional design decisions for introductory biology. Our analysis revealed two distinct nonmajor course types: content and issues-based courses. We found syllabi tend to focus on low-cognitive skills and factual content that is essentially a march in step with a typical textbook table of contents, rarely including core competencies or socioscientific issues (SSIs) other than in nonscience major issues-based courses. Our work contributes more evidence that faculty struggle to write course-level learning objectives. Our findings suggest that there is much work to do if Vision and Change are to become more than simply a vision-to be actualized as change-including developing CLOs for introductory biology as a first step toward creating actionable instructional change.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"ar37"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440731/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037856","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

Models of Disability as Research Frameworks in Biology Education Research. 作为生物教育研究框架的残疾模型。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-01-0026

Mason N Tedeschi, Lisa B Limeri

{"title":"Models of Disability as Research Frameworks in Biology Education Research.","authors":"Mason N Tedeschi, Lisa B Limeri","doi":"10.1187/cbe.24-01-0026","DOIUrl":"10.1187/cbe.24-01-0026","url":null,"abstract":"Advancing equity and justice in undergraduate biology education requires research to address the experiences of disabled students. Scholars working in disability studies have developed models of disability that inform Discipline-Based Education Research (DBER). To date, DBER literature has been predominantly informed by the medical and social models of disability. The medical model focuses on challenges that affect people with disabilities on an individual basis, while the social model focuses on how one's surrounding environment contributes to the construction of disability. In this essay, we discuss past DBER research and opportunities for future research using each of these models. We will also discuss a third, less commonly used model that offers exciting opportunities to drive future research: complex embodiment. Complex embodiment positions disability as a social location that reflects a greater societal value structure. Further examining this value structure reveals how ability itself is constructed and conventionally understood to be hierarchical. Additionally, we explain epistemic injustice as it affects disabled people, and how future education research can both address and counteract this injustice. We discuss how expanding the frameworks that serve as lenses for DBER scholarship on disability will offer new research directions.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"ar8"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440736/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142082724","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