Cbe-Life Sciences Education最新文献_第7页

A Comparison of Study Behaviors and Metacognitive Evaluation Used by Biology Students. 生物学专业学生学习行为与元认知评价的比较研究。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-11-0225

Sharday N Ewell, Emily P Driessen, William Grogan, Quinn Johnston, Shobnom Ferdous, Yohannes Mehari, Ashley Peart, Michael Seibenhener, Cissy J Ballen

{"title":"A Comparison of Study Behaviors and Metacognitive Evaluation Used by Biology Students.","authors":"Sharday N Ewell, Emily P Driessen, William Grogan, Quinn Johnston, Shobnom Ferdous, Yohannes Mehari, Ashley Peart, Michael Seibenhener, Cissy J Ballen","doi":"10.1187/cbe.22-11-0225","DOIUrl":"10.1187/cbe.22-11-0225","url":null,"abstract":"Student-study behaviors and metacognition are predictors of student-academic success. However, student metacognitive evaluation of their own study habit behavior use has been largely unexplored. To address this gap, we gave students enrolled in three different Biology courses (n = 1140) a survey that asked them to identify the study behaviors used to prepare for their first and third exams and to appraise the effectiveness of each behavior. We observed that, across all courses, students used different counts of active- and passive-study behaviors. However, there were no differences in performance across courses, and the use of effective (i.e., active) study behaviors resulted in improved exam performance for all students, regardless of course, while the use of ineffective (i.e., passive) study behaviors had no significant impact on exam performance. Finally, our qualitative analysis revealed that students across all courses demonstrated similar ability in identifying effective-study behaviors, but students could not explain why those behaviors were effective. Taken together, our study demonstrates that students use various study behaviors to prepare for exams without understanding their effectiveness. We encourage instructors to structure their courses to promote the development of metacognitive evaluation and effective-study behaviors.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756032/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41152594","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

Forming Groups in a Large-Enrollment Biology Class: Group Permanence Matters More than Group Size. 在大规模招生的生物课上组建小组：小组持久性比小组规模更重要。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-08-0172

Georgianne L Connell, Deborah A Donovan, Elli J Theobald

{"title":"Forming Groups in a Large-Enrollment Biology Class: Group Permanence Matters More than Group Size.","authors":"Georgianne L Connell, Deborah A Donovan, Elli J Theobald","doi":"10.1187/cbe.22-08-0172","DOIUrl":"10.1187/cbe.22-08-0172","url":null,"abstract":"Active-learning pedagogies often require group work. We tested aspects of forming groups in a nonmajors Biology class. We asked whether large or small groups affected student learning outcomes and attitudes towards working in groups. We placed students in groups of three or six and students stayed in their groups for the term. We measured learning outcomes using a pre/postassessment as well as two-stage exams. Attitudes towards working in groups were measured using a previously published pre/post survey and an exit survey. We found that students in large groups did better on group exams and large groups had higher highest scores on the individual part of two-stage exams. Group size had no effect on students' postassessment scores or attitudes towards working in groups. We next assigned students to permanent or nonpermanent groups. We used the same metrics as the group size experiment. Students in permanent groups had higher group exam scores and better attitudes towards working in groups. Group permanence had no effect on students' postassessment scores. Students preferred working in permanent groups due to positive group interactions that developed over the quarter. Optimal group size and permanence are likely context-specific and dependent on the types of group work used in class.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756034/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41167560","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

Recent Research in Science Teaching and Learning. 科学教学的最新研究。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.23-08-0162

Sarah L Eddy

引用次数: 0

Preparing Teaching Assistants to Facilitate Course-based Undergraduate Research Experiences (CUREs) in the Biological Sciences: A Call to Action. 培养助教以促进生物科学中基于课程的本科生研究体验：行动呼吁。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-09-0183

Erin E Shortlidge, Amie M Kern, Emma C Goodwin, Jeffrey T Olimpo

{"title":"Preparing Teaching Assistants to Facilitate Course-based Undergraduate Research Experiences (CUREs) in the Biological Sciences: A Call to Action.","authors":"Erin E Shortlidge, Amie M Kern, Emma C Goodwin, Jeffrey T Olimpo","doi":"10.1187/cbe.22-09-0183","DOIUrl":"10.1187/cbe.22-09-0183","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) offer an expanding avenue to engage students in real-world scientific practices. Increasingly, CUREs are instructed by graduate teaching assistants (TAs), yet TAs may be underprepared to facilitate and face unique barriers when teaching CUREs. Consequently, unless TAs are provided professional development (PD) and resources to teach CUREs effectively, they and their students may not reap the assumed benefits of CURE instruction. Here, we describe three perspectives - that of the CURE TA, the CURE designer/facilitator, and the CURE student - that are collectively intended to inform the development of tentative components of CURE TA PD. We compare these perspectives to previous studies in the literature in an effort to identify commonalities across all sources and offer potential insights for advancing CURE TA PD efforts across a diversity of institutional environments. We propose that the most effective CURE TA PD programs will promote the use of CURE-specific instructional strategies as benchmarks for guiding change in teaching practices and should focus on three major elements: 1) enhancement of research and teaching acumen, 2) development of effective and inclusive mentoring practices, and 3) identification and understanding of the factors that make CUREs a unique learning experience.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756030/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41221459","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

Puerto Rican Students Rising in STEM: Findings from a Multicampus Collaborative CURE Program to Promote Student Success. 波多黎各学生在STEM中的崛起：促进学生成功的多校区合作CURE项目的发现。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.23-05-0083

Merlis P Alvarez-Berrios, Gabriele Haynes

{"title":"Puerto Rican Students Rising in STEM: Findings from a Multicampus Collaborative CURE Program to Promote Student Success.","authors":"Merlis P Alvarez-Berrios, Gabriele Haynes","doi":"10.1187/cbe.23-05-0083","DOIUrl":"10.1187/cbe.23-05-0083","url":null,"abstract":"Although Hispanic population is growing rapidly, Latino students earn fewer STEM degrees than their peers. Therefore, it is mandatory to implement strategies that improve STEM retention and graduation rates for Hispanic students. There is little research about the ways in which multicampus collaborative CUREs combined with additional academic support, affect low-income, Hispanic students and none that focus solely on Puerto Rican students in STEM. Puerto Rico (PR) has a 99% Hispanic population; thus, it is imperative to include PR in education research literature. This study sought to examine the impacts of the Research for Improved Student Experiences (RISE) in STEM program at two campuses of the Inter American University of Puerto Rico. The program included multicampus collaborative CUREs, academic advising, and peer mentoring using quasi-experimental design. Impact assessment included psychosocial metrics such as self-efficacy, science identity and sense of belonging in a pre/posttest design. These findings were triangulated with the differences between treatment and control for retention, pass rate, and course grades. The findings revealed statistically significant improvements on all metrics. This study's findings support multicampus collaborative CUREs, academic advising, and peer mentoring as useful and effective strategies for improving outcomes for low-income Hispanic students in Puerto Rico.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756049/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71429565","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

Relevance of Science, Conceptualization of Scientists, and Contextualized "Failure" as Mediators in the Development of Student Science Identity. 科学的相关性、科学家的概念化和情境化的“失败”作为学生科学身份发展的中介。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-04-0074

Christine M Ambrosino, Malia Ana J Rivera

{"title":"Relevance of Science, Conceptualization of Scientists, and Contextualized \"Failure\" as Mediators in the Development of Student Science Identity.","authors":"Christine M Ambrosino, Malia Ana J Rivera","doi":"10.1187/cbe.22-04-0074","DOIUrl":"10.1187/cbe.22-04-0074","url":null,"abstract":"The Research Experiences in Marine Science (REMS) Program is a Hawai'i place-based CURE (course-based undergraduate research experience) for late high school and early undergraduate students wherein students conduct independent research that draws upon the history, culture, and ecosystem of their local communities. In addition to providing meaningful access to marine science education and training, REMS addresses a fear of failure expressed by students who view their culture and personal identity as incompatible with undergraduate science pathways. Data about student attitudes toward and conceptualizations of science and scientists were collected through pre- and postprogram open-ended survey items, Draw-a-Scientist Tests, and postprogram interviews. Results suggest the combination of place-based elements and an authentic research experience shifted students' conceptualization of scientists to a \"humanized\" construct. The emergence of this theme coincided with students recognizing themselves as scientists, gaining confidence in content understanding and research skills, increasing interest in science as a career pathway, and recognizing how science affects their communities. This study demonstrates how a CURE that emphasizes the cultural relevance of science, an inclusive conceptualization of a \"scientist\", and contextualized role of \"failure\" in science, may contribute to historically marginalized students recognizing themselves as scientists and ultimately persisting in science careers.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756042/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41145237","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

Missed connections: Exploring features of undergraduate biology students' knowledge networks relating gene regulation, cell-cell communication, and phenotypic expression. 遗漏的联系：探索生物学本科生与基因调控、细胞间通讯和表型表达相关的知识网络的特征。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-03-0041

Sharleen Flowers, Kal H Holder, Gabrielle K Rump, Stephanie M Gardner

{"title":"Missed connections: Exploring features of undergraduate biology students' knowledge networks relating gene regulation, cell-cell communication, and phenotypic expression.","authors":"Sharleen Flowers, Kal H Holder, Gabrielle K Rump, Stephanie M Gardner","doi":"10.1187/cbe.22-03-0041","DOIUrl":"10.1187/cbe.22-03-0041","url":null,"abstract":"Explaining biological phenomena requires understanding how different processes function and describing interactions between components at various levels of organization over time and space in biological systems. This is a desired competency yet is a complicated and often challenging task for undergraduate biology students. Therefore, we need a better understanding of their integrated knowledge regarding important biological concepts. Informed by the theory of knowledge integration and mechanistic reasoning, in this qualitative case study, we elicited and characterized knowledge networks of nine undergraduate biology students. We investigated students' conceptions of and the various ways they connect three fundamental subsystems in biology: 1) gene regulation, 2) cell-cell communication, and 3) phenotypic expression. We found that only half of the conceptual questions regarding the three subsystems were answered correctly by the majority of students. Knowledge networks tended to be linear and unidirectional, with little variation in the types of relationships displayed. Students did not spontaneously express mechanistic connections, mainly described undefined, cellular, and macromolecular levels of organization, and mainly discussed unspecified and intracellular localizations. These results emphasize the need to support students' understanding of fundamental concepts, and promoting knowledge integration in the classroom could assist students' ability to understand biological systems.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756040/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41154539","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

Intersecting Identities: A Look at How Ethnic Identity Interacts With Science Identity in Native Hawaiian and Pacific Islander Students. 交叉身份：夏威夷原住民和太平洋岛民学生的种族身份如何与科学身份互动。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.23-01-0010

Rebeka F Greenall, Jose Gaspar de Alba, Samara Nichols, G E Kawika Allen, Elizabeth G Bailey

{"title":"Intersecting Identities: A Look at How Ethnic Identity Interacts With Science Identity in Native Hawaiian and Pacific Islander Students.","authors":"Rebeka F Greenall, Jose Gaspar de Alba, Samara Nichols, G E Kawika Allen, Elizabeth G Bailey","doi":"10.1187/cbe.23-01-0010","DOIUrl":"10.1187/cbe.23-01-0010","url":null,"abstract":"Understanding the experiences of Native Hawaiian and Other Pacific Islander (NHPI) students in science courses can help us foster inclusivity and belonging for these often excluded and unacknowledged students. Using social influence theory as a framework, we investigated the intersection between ethnic-racial identity and science identity in NHPI students to better understand their experiences in undergraduate Biology courses. We collected both quantitative and qualitative data and used concurrent triangulation design in our mixed-methods approach. Quantitative data include measures of student pre- and post-course science identity, self-efficacy, alignment with science values, sense of belonging, environmental concern, strength of ethnic-racial identity, and the interaction between ethnic-racial and science identity. We measured environmental concern because NHPI cultures often have strong connections with the environment that may overlap well with environmental science values. Qualitative data included short responses to survey questions that asked students to describe the interaction between their science identity and their ethnicity. We found that NHPI and non-NHPI students do not significantly differ in any construct we measured, nor do they experience different gains across a semester when comparing pre- and post-scores. We also found that NHPI students' feelings concerning the intersection of their ethnic and science identities are varied and complex, with some students expressing feelings of conflict and many others expressing a strengthening relationship between those identities. We discuss implications for instructors and encourage them to acknowledge the community culture of wealth NHPI students bring to the classroom because of their ethnic-racial identities.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756050/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41177553","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

"So, We Found a Way:" How Changing Modalities Affected a Year-Long Mentored Research Experience for Associate's Degree Students. 因此，我们找到了一种方法：“改变模式如何影响副学士学位学生长达一年的辅导研究经验。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.21-09-0278

Ron Nerio, Veer Shetty, Effie MacLachlan

{"title":"\"So, We Found a Way:\" How Changing Modalities Affected a Year-Long Mentored Research Experience for Associate's Degree Students.","authors":"Ron Nerio, Veer Shetty, Effie MacLachlan","doi":"10.1187/cbe.21-09-0278","DOIUrl":"10.1187/cbe.21-09-0278","url":null,"abstract":"The CUNY Research Scholars Program (CRSP) has provided year-long mentored research experiences for 1678 associate's degree STEM students since 2014. The pluralities (32%) of mentors, all of whom are full-time faculty, have been biologists. Other represented disciplines include, but are not limited to, chemistry, engineering, mathematics, environmental science, linguistics, and psychology. The research experiences take place at all 10 associate's degree-granting colleges within the City University of New York system. Our previous assessment demonstrated that CRSP students are significantly more likely than their counterparts in a matched sample to remain in STEM programs, graduate, transfer to research intensive institutions, and report a stronger sense of belonging in college. The Covid-19 pandemic challenged the program, as colleges shuttered laboratories and other facilities. Some mentors worried that lab-based research experiences would not be possible under such conditions. The first full-year pandemic cohort, however, demonstrated the resilience of the program and its participants. To assess the ongoing impact of CRSP and how it adapted using new modalities, we interviewed college-based directors, surveyed students and mentors, and held focus groups with mentors. Directors described how their colleges adapted to preserve all prepandemic components of the program. Mentors detailed their strategies for engaging students in authentic research experiences in virtual and other formats. Students reported that, along with scientific and technical skills, the program deepened their self-confidence and prepared them for transfer to baccalaureate programs. Our findings show how virtual platforms can be utilized to preserve the most beneficial aspects of undergraduate research experiences for associate's degree students.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756039/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71429561","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

Gender Identity and Student Perceptions of Peer Research Aptitude in CUREs and Traditional Laboratory Courses in the Biological Sciences. 性别认同与学生对生物科学治疗与传统实验课程中同侪研究能力的认知。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-03-0054

David Esparza, Aimeé A Hernández-Gaytan, Jeffrey T Olimpo

{"title":"Gender Identity and Student Perceptions of Peer Research Aptitude in CUREs and Traditional Laboratory Courses in the Biological Sciences.","authors":"David Esparza, Aimeé A Hernández-Gaytan, Jeffrey T Olimpo","doi":"10.1187/cbe.22-03-0054","DOIUrl":"10.1187/cbe.22-03-0054","url":null,"abstract":"While several studies have investigated gender inequities in the social learning environment of biology lecture courses, that same phenomenon remains largely unexplored in biology laboratory contexts. We conducted a mixed methods study to understand the influence of gender on student perceptions of their peers' research aptitude in introductory biology CUREs and traditional laboratory courses. Specifically, students (N = 125) were asked to complete a name generator survey at three time points across the semester. This survey asked students to list the names of peers whom they viewed as \"most proficient\" in the course investigations and to justify their choice via an open-ended response prompt. Using social network analysis, exponential random graph modeling (ERGM), and thematic analysis, we demonstrate that student gender identity did not influence nomination behaviors in CURE or traditional laboratory courses. However, the ERGMs reveal the presence of a popularity effect in CUREs and demonstrate that mutual nominations were more prevalent in traditional laboratory courses. Our qualitative data further provide insights into the reasons students nominated peers as proficient in CURE and traditional courses.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756035/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138296670","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