Cbe-Life Sciences Education最新文献_第9页

Integrating Computation into Science Education. 将计算融入科学教育。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-09-01 DOI: 10.1187/cbe.23-05-0093

Julia Svoboda Gouvea

引用次数: 0

The Disproportionate Impact of Fear of Negative Evaluation on First-Generation College Students, LGBTQ+ Students, and Students with Disabilities in College Science Courses. 对负面评价的恐惧对第一代大学生、LGBTQ+学生和残疾学生在大学理科课程中的不成比例影响

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-09-01 DOI: 10.1187/cbe.22-10-0195

Carly A Busch, Nicholas J Wiesenthal, Tasneem F Mohammed, Shauna Anderson, Margaret Barstow, Cydney Custalow, Jas Gajewski, Kristin Garcia, Cynthia K Gilabert, Joseph Hughes, Aliyah Jenkins, Miajah Johnson, Cait Kasper, Israel Perez, Brieana Robnett, Kaytlin Tillett, Lauren Tsefrekas, Emma C Goodwin, Katelyn M Cooper

{"title":"The Disproportionate Impact of Fear of Negative Evaluation on First-Generation College Students, LGBTQ+ Students, and Students with Disabilities in College Science Courses.","authors":"Carly A Busch, Nicholas J Wiesenthal, Tasneem F Mohammed, Shauna Anderson, Margaret Barstow, Cydney Custalow, Jas Gajewski, Kristin Garcia, Cynthia K Gilabert, Joseph Hughes, Aliyah Jenkins, Miajah Johnson, Cait Kasper, Israel Perez, Brieana Robnett, Kaytlin Tillett, Lauren Tsefrekas, Emma C Goodwin, Katelyn M Cooper","doi":"10.1187/cbe.22-10-0195","DOIUrl":"10.1187/cbe.22-10-0195","url":null,"abstract":"Fear of negative evaluation (FNE), defined as a sense of dread associated with being negatively judged in a social situation, has been identified as the primary factor underlying undergraduate anxiety in active-learning science courses. However, no quantitative studies have examined the extent to which science undergraduates experience FNE and how they are impacted by FNE in college science courses. To address this gap, we surveyed 566 undergraduates from one university in the U.S. Southwest who were enrolled in life sciences courses where they had opportunities to speak in front of the whole class. Participants were asked a suite of questions regarding their experiences with FNE in large-enrollment college science courses. We found that first-generation college students, LGBTQ+ students, and students with disabilities reported disproportionately high levels of FNE compared with their counterparts. Additionally, students reported that FNE can cause them to overthink their responses and participate less in class. Participants rated being cold called and presenting alone as forms of whole-class participation that elicit the highest levels of FNE. This research highlights the impact of FNE on undergraduates and provides student-generated recommendations to reduce FNE in active-learning science courses.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 3","pages":"ar31"},"PeriodicalIF":3.7,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/4d/a8/cbe-22-ar31.PMC10424224.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10191119","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: 1

Factors Influencing Instructors' Adoption and Continued Use of Computing Science Technologies: A Case Study in the Context of Cell Collective. 影响教师采用和持续使用计算机科学技术的因素:细胞集体背景下的案例研究。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-09-01 DOI: 10.1187/cbe.22-11-0239

Changsoo Song, Resa Helikar, Wendy M Smith, Tomáš Helikar

{"title":"Factors Influencing Instructors' Adoption and Continued Use of Computing Science Technologies: A Case Study in the Context of Cell Collective.","authors":"Changsoo Song, Resa Helikar, Wendy M Smith, Tomáš Helikar","doi":"10.1187/cbe.22-11-0239","DOIUrl":"https://doi.org/10.1187/cbe.22-11-0239","url":null,"abstract":"Acquiring computational modeling and simulation skills has become ever more critical for students in life sciences courses at the secondary and tertiary levels. Many modeling and simulation tools have been created to help instructors nurture those skills in their classrooms. Understanding the factors that may motivate instructors to use such tools is crucial to improve students’ learning, especially for having authentic modeling and simulation learning experiences. This study designed and tested a decomposed technology acceptance model in which the perceived usefulness and perceived ease of use constructs are split between the teaching and learning sides of the technology to examine their relative weight in a single model. Using data from instructors using the Cell Collective modeling and simulation software, this study found that the relationship between perceived usefulness–teaching and attitude toward behavior was insignificant. Similarly, all relationships between perceived ease of use–teaching and the other variables (i.e., perceived usefulness–teaching and attitude toward behavior) became insignificant. In contrast, we found the relationships between perceived ease of use–learning and the other variables (i.e., perceived usefulness–teaching, perceived usefulness–learning, and attitude toward behavior) significant. These results suggest that priority should be given to the development of features improving learning over features facilitating teaching.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 3","pages":"ar29"},"PeriodicalIF":3.7,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/15/86/cbe-22-ar29.PMC10424226.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10125475","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: 1

Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences. 生物讲师看到讨论有争议话题的价值，但害怕个人和职业后果。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-09-01 DOI: 10.1187/cbe.22-06-0108

Abby E Beatty, Emily P Driessen, Amanda D Clark, Robin A Costello, Sharday Ewell, Sheritta Fagbodun, Randy L Klabacka, Todd Lamb, Kimberly Mulligan, Jeremiah A Henning, Cissy J Ballen

{"title":"Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences.","authors":"Abby E Beatty, Emily P Driessen, Amanda D Clark, Robin A Costello, Sharday Ewell, Sheritta Fagbodun, Randy L Klabacka, Todd Lamb, Kimberly Mulligan, Jeremiah A Henning, Cissy J Ballen","doi":"10.1187/cbe.22-06-0108","DOIUrl":"https://doi.org/10.1187/cbe.22-06-0108","url":null,"abstract":"Traditional biology curricula depict science as an objective field, overlooking the important influence that human values and biases have on what is studied and who can be a scientist. We can work to address this shortcoming by incorporating ideological awareness into the curriculum, which is an understanding of biases, stereotypes, and assumptions that shape contemporary and historical science. We surveyed a national sample of lower-level biology instructors to determine 1) why it is important for students to learn science, 2) the perceived educational value of ideological awareness in the classroom, and 3) hesitancies associated with ideological awareness implementation. We found that most instructors reported \"understanding the world\" as the main goal of science education. Despite the perceived value of ideological awareness, such as increasing student engagement and dispelling misconceptions, instructors were hesitant to implement ideological awareness modules due to potential personal and professional consequences.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 3","pages":"ar28"},"PeriodicalIF":3.7,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/30/15/cbe-22-ar28.PMC10424229.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10132492","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: 2

Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom. 阅读初级科学文献:本科STEM课堂教学方法。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-09-01 DOI: 10.1187/cbe.22-10-0211

Lara K Goudsouzian, Jeremy L Hsu

{"title":"Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom.","authors":"Lara K Goudsouzian, Jeremy L Hsu","doi":"10.1187/cbe.22-10-0211","DOIUrl":"https://doi.org/10.1187/cbe.22-10-0211","url":null,"abstract":"Teaching undergraduate students to read primary scientific literature (PSL) is cited as an important goal for many science, technology, engineering, and math (STEM) classes, given a range of cognitive and affective benefits for students who read PSL. Consequently, there are a number of approaches and curricular interventions published in the STEM education literature on how to teach students to read PSL. These approaches vary widely in their instructional methods, target student demographic, required class time, and level of assessment demonstrating the method's efficacy. In this Essay, we conduct a systematic search to compile these approaches in an easily accessible manner for instructors, using a framework to sort the identified approaches by target level, time required, assessment population, and more. We also provide a brief review of the literature surrounding the reading of PSL in undergraduate STEM classrooms and conclude with some general recommendations for both instructors and education researchers on future areas of investigation.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 3","pages":"es3"},"PeriodicalIF":3.7,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/3a/95/cbe-22-es3.PMC10424225.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10132493","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: 2

Modifying Summer Undergraduate Research Programs during COVID-19 Increased Graduate School Intentions but Exacerbated Anxieties. 在2019冠状病毒病期间修改暑期本科生研究项目增加了研究生院的意愿，但加剧了焦虑。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-09-01 DOI: 10.1187/cbe.22-12-0243

Sara E Grineski, Danielle X Morales, Timothy W Collins

{"title":"Modifying Summer Undergraduate Research Programs during COVID-19 Increased Graduate School Intentions but Exacerbated Anxieties.","authors":"Sara E Grineski, Danielle X Morales, Timothy W Collins","doi":"10.1187/cbe.22-12-0243","DOIUrl":"10.1187/cbe.22-12-0243","url":null,"abstract":"COVID-19 created unprecedented challenges for college students, highlighting the need to provide educational contexts that foster well-being. Summer undergraduate research experiences (SUREs) constitute a high-impact practice, yet little systematic knowledge exists about how the first surge of COVID-19 influenced undergraduate researchers' well-being. This knowledge is important for preparing for future disruptions. This study applies the student well-being model (SWBM) to examine how SURE status (e.g., modification vs. cancellation) impacted students' mental health and graduate school intentions using primary survey data collected from U.S. undergraduate researchers in science, technology, engineering, and mathematics (STEM) fields in Summer 2020 (n = 408, from 131 institutions). Just under half had their SURE canceled, and the others engaged in modified SUREs. Students whose SUREs were canceled had reduced anxiety severity (p < 0.05), but greater concerns about graduate school matriculation (p < 0.001), compared with students with modified SUREs. Results suggest that modified SUREs are a reasonable path forward under conditions where in-person contact is untenable. Results point toward potential improvements in higher education practices that may enhance student well-being following disruptive events. Program directors can address potential causes of anxiety in modified SUREs, advocate for student-centered adjustments to graduate admission processes, and use experiences during COVID-19 as a springboard to broaden participation in undergraduate research.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 3","pages":"ar32"},"PeriodicalIF":3.7,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/64/9a/cbe-22-ar32.PMC10424227.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10489375","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

The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants. 参与学习助理计划对学习助理元认知意识和动机的好处。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-09-01 DOI: 10.1187/cbe.22-08-0156

Haley Breland, Courtney M Clark, Shanna Shaked, Melissa Paquette-Smith

{"title":"The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants.","authors":"Haley Breland, Courtney M Clark, Shanna Shaked, Melissa Paquette-Smith","doi":"10.1187/cbe.22-08-0156","DOIUrl":"https://doi.org/10.1187/cbe.22-08-0156","url":null,"abstract":"Learning assistant (LA) programs train undergraduate students to foster peer discussion and facilitate active-learning activities in undergraduate science, technology, engineering, and mathematics (STEM) classes. Students who take courses that are supported by LAs demonstrate better conceptual understanding, lower failure rates, and higher satisfaction with the course. There is less work, however, on the impact that participating in LA programs has on the LAs themselves. The current study implements a pretest-posttest design to assess changes in LAs' metacognition and motivation to succeed in STEM across their first and second quarters as an LA. Our findings suggest that participating in this program may help LAs become more reflective learners, as was demonstrated by an increase in their scores on the Metacognitive Awareness Inventory (MAI) after the first quarter. LAs also showed increases on the Intrinsic Motivation and Self-Efficacy subscales of the Science Motivation Questionnaire. Students who participated in the program for an additional quarter continued to show increases in their MAI scores and maintained the gains that were observed in their motivation. Taken together, this work suggests that, in addition to benefiting the learner, LA programs may have positive impacts on the LAs themselves.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 3","pages":"ar30"},"PeriodicalIF":3.7,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/31/e0/cbe-22-ar30.PMC10424222.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10125472","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: 1

Factors Predicting the Extent to which STEM Students Value Cross-Disciplinary Skills: A Study across Four Institutions. 预测STEM学生重视跨学科技能程度的因素:一项跨四所院校的研究。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-06-01 DOI: 10.1187/cbe.22-06-0101

Lindsay B Wheeler, Katerina V Thompson, Gili Marbach-Ad, Patrick Sheehan, Jacqueline L Bortiatynski, Cindy Ghent

{"title":"Factors Predicting the Extent to which STEM Students Value Cross-Disciplinary Skills: A Study across Four Institutions.","authors":"Lindsay B Wheeler, Katerina V Thompson, Gili Marbach-Ad, Patrick Sheehan, Jacqueline L Bortiatynski, Cindy Ghent","doi":"10.1187/cbe.22-06-0101","DOIUrl":"https://doi.org/10.1187/cbe.22-06-0101","url":null,"abstract":"Expectancy-value theory of motivation (EVT) suggests that student values influence their likelihood of putting in the effort required to learn, and these values can be shaped by student characteristics, such as their experiences, sociodemographics, and disciplinary norms. To understand the extent to which these characteristics relate to students' values, we surveyed 1162 graduating science, technology, engineering, and mathematics (STEM) students across four universities using the previously developed and validated Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U). The STEP-U survey included Likert questions to capture students' values of 27 cross-disciplinary skills and the frequency with which they experienced 27 instructional methods thought to develop particular skills. Exploratory factor analyses (EFA) showed an understandable factor structure for both students' perceived value of cross-disciplinary skills and frequency of classroom experiences. Using multiple regression, we identified differences in values that were associated with classroom experiences, STEM discipline, participation in undergraduate research, and student sociodemographics. Findings were generalizable across institutions and disciplines. The theoretical framework (EVT), the broad data collection (four institutions with multiple disciplines), and the type of data analyses (e.g., EFA) used provide theoretical, methodological, and practical contributions and suggest additional directions for future research.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 2","pages":"ar20"},"PeriodicalIF":3.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/34/15/cbe-22-ar20.PMC10228268.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9913882","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

The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates. 主动学习科学课程加重和减轻大学生抑郁的几个方面。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-06-01 DOI: 10.1187/cbe.22-10-0199

Tala Araghi, Carly A Busch, Katelyn M Cooper

{"title":"The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates.","authors":"Tala Araghi, Carly A Busch, Katelyn M Cooper","doi":"10.1187/cbe.22-10-0199","DOIUrl":"https://doi.org/10.1187/cbe.22-10-0199","url":null,"abstract":"College science courses continue to transition from traditional lecture to active learning, which has been shown to have both alleviating and exacerbating effects on undergraduate mental health. Notably, existing studies have primarily examined the relationship between active learning and anxiety, and no studies have specifically assessed the relationship between active learning and depression. To address this gap, we conducted hourlong exploratory interviews with 29 undergraduates from six institutions who identify as having depression and who had been enrolled in at least one active-learning college science course. We probed how undergraduates' depression affects their experiences in active learning, and in turn, what aspects of active-learning practices exacerbate or alleviate students' depressive symptoms. Students described that their depression negatively impacted their cognitive domains, which could make learning and social interactions challenging. Additionally, we found that the underlying aspects of active-learning practices that impact students' depression fall into four overarching categories: opportunities to compare oneself with others, socializing with others while learning, frequent formative evaluation, and engagement in learning. Each of these aspects of active learning could alleviate and/or exacerbate depressive symptoms. This work supports recommendations to create more inclusive active-learning courses for students with depression.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 2","pages":"ar26"},"PeriodicalIF":3.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/b3/c5/cbe-22-ar26.PMC10228274.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9559010","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: 2

Reflective Practices in Education: A Primer for Practitioners. 教育中的反思性实践:实践者入门。

IF 3.7 2区教育学

Cbe-Life Sciences Education Pub Date : 2023-06-01 DOI: 10.1187/cbe.22-07-0148

Haleigh Machost, Marilyne Stains

引用次数: 3