Cbe-Life Sciences Education最新文献_第9页

Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving. 行动中的元认知和自我效能：一年级学生如何在解决问题的过程中监控并使用自我辅导来克服元认知上的不适。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-08-0158

Stephanie M Halmo, Kira A Yamini, Julie Dangremond Stanton

{"title":"Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving.","authors":"Stephanie M Halmo, Kira A Yamini, Julie Dangremond Stanton","doi":"10.1187/cbe.23-08-0158","DOIUrl":"10.1187/cbe.23-08-0158","url":null,"abstract":"Stronger metacognitive regulation skills and higher self-efficacy are linked to increased academic achievement. Metacognition and self-efficacy have primarily been studied using retrospective methods, but these methods limit access to students' in-the-moment metacognition and self-efficacy. We investigated first-year life science students' metacognition and self-efficacy while they solved challenging problems, and asked: 1) What metacognitive regulation skills are evident when first-year life science students solve problems on their own? and 2) What aspects of learning self-efficacy do first-year life science students reveal when they solve problems on their own? Think-aloud interviews were conducted with 52 first-year life science students across three institutions and analyzed using content analysis. Our results reveal that while first-year life science students plan, monitor, and evaluate when solving challenging problems, they monitor in a myriad of ways. One aspect of self-efficacy, which we call self-coaching, helped students move past the discomfort of monitoring a lack of understanding so they could take action. These verbalizations suggest ways we can encourage students to couple their metacognitive skills and self-efficacy to persist when faced with challenging problems. Based on our findings, we offer recommendations for helping first-year life science students develop and strengthen their metacognition to achieve improved problem-solving performance.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar13"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235107/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140029662","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

Variations in Student Approaches to Problem Solving in Undergraduate Biology Education. 本科生物教育中学生解决问题方法的差异。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-02-0033

Jeremy L Hsu, Rou-Jia Sung, Su L Swarat, Alexandra J Gore, Stephanie Kim, Stanley M Lo

{"title":"Variations in Student Approaches to Problem Solving in Undergraduate Biology Education.","authors":"Jeremy L Hsu, Rou-Jia Sung, Su L Swarat, Alexandra J Gore, Stephanie Kim, Stanley M Lo","doi":"10.1187/cbe.23-02-0033","DOIUrl":"10.1187/cbe.23-02-0033","url":null,"abstract":"Existing research has investigated student problem-solving strategies across science, technology, engineering, and mathematics; however, there is limited work in undergraduate biology education on how various aspects that influence learning combine to generate holistic approaches to problem solving. Through the lens of situated cognition, we consider problem solving as a learning phenomenon that involves the interactions between internal cognition of the learner and the external learning environment. Using phenomenography as a methodology, we investigated undergraduate student approaches to problem solving in biology through interviews. We identified five aspects of problem solving (including knowledge, strategy, intention, metacognition, and mindset) that define three qualitatively different approaches to problem solving; each approach is distinguishable by variations across the aspects. Variations in the knowledge and strategy aspects largely aligned with previous work on how the use or avoidance of biological knowledge informed both concept-based and nonconcept-based strategies. Variations in the other aspects revealed intentions spanning complete disengagement to deep interest with the course material, different degrees of metacognitive reflections, and a continuum of fixed to growth mindsets. We discuss implications for how these characterizations can improve instruction and efforts to support development of problem-solving skills.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar12"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235106/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140029663","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

Overcoming the Barriers to Teaching Teamwork to Undergraduates in STEM. 克服对科学、技术、工程和数学专业本科生进行团队合作教学的障碍。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-07-0128

Gregory R Goldsmith, Miranda L Aiken, Hector M Camarillo-Abad, Kamal Diki, Daniel L Gardner, Mario Stipčić, Javier F Espeleta

{"title":"Overcoming the Barriers to Teaching Teamwork to Undergraduates in STEM.","authors":"Gregory R Goldsmith, Miranda L Aiken, Hector M Camarillo-Abad, Kamal Diki, Daniel L Gardner, Mario Stipčić, Javier F Espeleta","doi":"10.1187/cbe.23-07-0128","DOIUrl":"10.1187/cbe.23-07-0128","url":null,"abstract":"There is widespread recognition that undergraduate students in the life sciences must learn how to work in teams. However, instructors who wish to incorporate teamwork into their classrooms rarely have formal training in how to teach teamwork. This is further complicated by the application of synonymous and often ambiguous terminology regarding teamwork that is found in literature spread among many different disciplines. There are significant barriers for instructors wishing to identify and implement best practices. We synthesize key concepts in teamwork by considering the knowledge, skills, and attitudes (KSAs) necessary for success, the pedagogies and curricula for teaching those KSAs, and the instruments available for evaluating and assessing success. There are only a limited number of studies on teamwork in higher education that present an intervention with a control group and a formal evaluation or assessment. Moreover, these studies are almost exclusively outside STEM disciplines, raising questions about their extensibility. We conclude by considering how to build an evidence base for instruction that will empower students with the KSAs necessary for participating in a lifetime of equitable and inclusive teamwork.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"es2"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235100/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140041046","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

Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions. 超越性别和种族：研究机构大学理科教师的隐性身份代表》（Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions）。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-09-0170

Carly A Busch, Tala Araghi, Jingyi He, Katelyn M Cooper, Sara E Brownell

{"title":"Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions.","authors":"Carly A Busch, Tala Araghi, Jingyi He, Katelyn M Cooper, Sara E Brownell","doi":"10.1187/cbe.23-09-0170","DOIUrl":"10.1187/cbe.23-09-0170","url":null,"abstract":"Concealable stigmatized identities (CSIs) are identities that can be kept hidden and carry negative stereotypes. To understand the potential influence instructors have as role models, we must first explore the identities instructors have and whether they disclose those identities to undergraduates. We surveyed national samples of science instructors (n = 1248) and undergraduates (n = 2428) at research institutions to assess the extent to which instructors hold CSIs, whether they reveal those identities to undergraduates, how the prevalence of CSIs among instructors compares to their prevalence among undergraduates, and the reasons instructors reveal or conceal their CSIs. The most common CSIs instructors reported were having anxiety (35%) and being a first-generation college student (29%). Relatively few instructors revealed CSIs to students. The largest mismatches of CSI prevalence were for struggling academically in college (-30%) and having anxiety (-25%); all mismatches grew when accounting for instructor CSI disclosure, highlighting that students perceive fewer role models of scientists with CSIs than actually exist.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar9"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235101/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140337845","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 Value of Support: STEM Intervention Programs Impact Student Persistence and Belonging. 支持的价值：STEM 干预计划影响学生的坚持和归属感。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-04-0059

Erin E Shortlidge, MacKenzie J Gray, Suzanne Estes, Emma C Goodwin

{"title":"The Value of Support: STEM Intervention Programs Impact Student Persistence and Belonging.","authors":"Erin E Shortlidge, MacKenzie J Gray, Suzanne Estes, Emma C Goodwin","doi":"10.1187/cbe.23-04-0059","DOIUrl":"10.1187/cbe.23-04-0059","url":null,"abstract":"In response to unwaveringly high attrition from STEM pathways, STEM Intervention Programs (SIPs) support STEM students in effort to increase retention. Using mixed methods (survey and focus groups), we studied students at one university who were either supported or unsupported by SIPs to understand how students may differ in experiences believed to contribute to STEM persistence. We evaluated: sense of belonging, scientific self-efficacy, scientific community values, scientific identity, and STEM involvement. The enrollment status of students two and a half years postsurvey was also tracked. SIP students reported significantly higher science identity and sense of belonging and were more involved in STEM-related activities than counterparts unsupported by SIPs. Differences in these measures were correlated with race/ethnicity, college generation status, and age. Notably, SIP students had higher odds of persisting in STEM than students not supported by SIPs. Focus group data provide additional meaning to the measured survey constructs and revealed nuanced qualitative differences between SIP and non-SIP student experiences. Overall, being involved in a SIP at our institution trends positively with theoretical models that explain STEM student persistence. SIPs have the potential to provide and/or facilitate meaningful and critical support, and students without those intentional supports may be left behind.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar23"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235113/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140905206","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

Exploring Undergraduate Biochemistry Students' Gesture Production Through an Embodied Framework. 通过嵌入式框架探索生物化学本科生的手势制作。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-06-0106

Lora Randa, Song Wang, Zoe Poolos, Vanna Figueroa, Anna Bridgeman, Thomas Bussey, Rou-Jia Sung

引用次数: 0

Social Justice, Community Engagement, and Undergraduate STEM Education: Participatory Science as a Teaching Tool. 社会正义、社区参与和本科生 STEM 教育：作为教学工具的参与式科学。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-06-0123

Heather D Vance-Chalcraft, Kalynda Chivon Smith, Jessica Allen, Gillian Bowser, Caren B Cooper, Na'Taki Osborne Jelks, Colleen Karl, Robin Kodner, Mara Laslo

{"title":"Social Justice, Community Engagement, and Undergraduate STEM Education: Participatory Science as a Teaching Tool.","authors":"Heather D Vance-Chalcraft, Kalynda Chivon Smith, Jessica Allen, Gillian Bowser, Caren B Cooper, Na'Taki Osborne Jelks, Colleen Karl, Robin Kodner, Mara Laslo","doi":"10.1187/cbe.23-06-0123","DOIUrl":"10.1187/cbe.23-06-0123","url":null,"abstract":"Social justice is increasingly being seen as relevant to the science curriculum. We examine the intersection of participatory science, social justice, and higher education in the United States to investigate how instructors can teach about social justice and enhance collaborations to work toward enacting social justice. Participatory science approaches, like those that collect data over large geographic areas, can be particularly useful for teaching students about social justice. Conversely, local-scale approaches that integrate students into community efforts can create powerful collaborations to help facilitate social justice. We suggest a variety of large-scale databases, platforms, and portals that could be used as starting points to address a set of learning objectives about social justice. We also describe local-scale participatory science approaches with a social justice focus, developed through academic and community partnerships. Considerations for implementing participatory science with undergraduates are discussed, including cautions about the necessary time investment, cultural competence, and institutional support. These approaches are not always appropriate but can provide compelling learning experiences in the correct circumstances.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"es3"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235114/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140905230","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

A CURE Lab in Introductory Biology at a Regional Comprehensive University Negatively Impacts Student Success in the Associated Lecture Course Among Students from Groups Underrepresented in Science. 在一所地区综合性大学的生物入门课程中开设 CURE 实验室，会对来自科学领域代表性不足群体的学生在相关讲座课程中的成功率产生负面影响。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-06-0122

Anne M Casper, Marianne M Laporte

{"title":"A CURE Lab in Introductory Biology at a Regional Comprehensive University Negatively Impacts Student Success in the Associated Lecture Course Among Students from Groups Underrepresented in Science.","authors":"Anne M Casper, Marianne M Laporte","doi":"10.1187/cbe.23-06-0122","DOIUrl":"10.1187/cbe.23-06-0122","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) have been proposed as a mechanism to democratize access to the benefits of apprentice-style scientific research to a broader diversity of students, promoting inclusivity and increasing student success and retention. As we evaluate CUREs, it is essential to explore their effectiveness within the environments of regional comprehensive universities and community colleges, because they are important access points for a wide variety of students. It is also important to address the potential influence of volunteer bias, where students can opt to enroll in either the CURE or a traditional lab, on the outcomes of CUREs. We evaluated a CURE at a regional comprehensive university under conditions both with and without volunteer bias. We find that nonvolunteer students report a lower sense of discovery and relevance of the CURE compared with students who volunteered for the course. Importantly, we also find that our replacement of the traditional lab class with a CURE resulted in lower scores on exams in the associated lecture course among students who are both BIPOC and Pell eligible. We call for additional research on the effects of CUREs at nonresearch-intensive institutions and without volunteer bias, to better understand the impact of these classes.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar25"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235111/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141072418","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

Development of the Mentoring in Undergraduate Research Survey. 开发本科生研究指导调查。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-07-0141

Lisa B Limeri, Nathan T Carter, Riley A Hess, Trevor T Tuma, Isabelle Koscik, Alexander J Morrison, Briana Outlaw, Kathren Sage Royston, Benjamin H T Bridges, Erin L Dolan

{"title":"Development of the Mentoring in Undergraduate Research Survey.","authors":"Lisa B Limeri, Nathan T Carter, Riley A Hess, Trevor T Tuma, Isabelle Koscik, Alexander J Morrison, Briana Outlaw, Kathren Sage Royston, Benjamin H T Bridges, Erin L Dolan","doi":"10.1187/cbe.23-07-0141","DOIUrl":"10.1187/cbe.23-07-0141","url":null,"abstract":"Here we present the development of the Mentoring in Undergraduate Research Survey (MURS) as a measure of a range of mentoring experienced by undergraduate science researchers. We drafted items based on qualitative research and refined the items through cognitive interviews and expert sorting. We used one national dataset to evaluate the internal structure of the measure and a second national dataset to examine how responses on the MURS related to theoretically relevant constructs and student characteristics. Our factor analytic results indicate seven lower order forms of mentoring experiences: abusive supervision, accessibility, technical support, psychosocial support, interpersonal mismatch, sexual harassment, and unfair treatment. These forms of mentoring mapped onto two higher-order factors: supportive and destructive mentoring experiences. Although most undergraduates reported experiencing supportive mentoring, some reported experiencing absence of supportive as well as destructive experiences. Undergraduates who experienced less supportive and more destructive mentoring also experienced lower scientific integration and a dampening of their beliefs about the value of research. The MURS should be useful for investigating the effects of mentoring experienced by undergraduate researchers and for testing interventions aimed at fostering supportive experiences and reducing or preventing destructive experiences and their impacts.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar26"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235118/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141072397","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

Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits. 尽管有潜在的好处，但很少有 LGBTQ+ 科学与工程教员向学生公开自己的身份。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-10-0181

Carly A Busch, Parth B Bhanderi, Katelyn M Cooper, Sara E Brownell

{"title":"Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits.","authors":"Carly A Busch, Parth B Bhanderi, Katelyn M Cooper, Sara E Brownell","doi":"10.1187/cbe.23-10-0181","DOIUrl":"10.1187/cbe.23-10-0181","url":null,"abstract":"LGBTQ+ undergraduates have higher attrition from science and engineering (S&E) than straight and cisgender undergraduates and perceive that having LGBTQ+ instructors would benefit them. However, it is unknown how many S&E instructors are LGBTQ+, the extent to which they disclose this information to students, and how disclosure affects all students, both LGBTQ+ and non-LGBTQ+. In study I, we surveyed 108 LGBTQ+ S&E instructors across the U.S. to explore the extent to which they reveal their LGBTQ+ identities across professional contexts and why they reveal or conceal their identities to undergraduates. Overall, 75% of instructors came out to at least some colleagues but only 48% came out to any undergraduates. Instructors most commonly chose to conceal LGBTQ+ identities from undergraduates because they perceived their identities to be irrelevant to course content and anticipated negative student reactions. In study II, 666 introductory biology undergraduates were randomly assigned to evaluate one of two identical teaching demonstration videos except the instructor revealed her LGBTQ+ identity in one but not the other. We assessed differences in students' impressions of the instructor across conditions. We found no differences in most ratings of the instructor except participants reported higher rapport with the instructor when she came out.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar17"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235102/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140873709","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