Student definitions of ownership and perceived ways ownership influences writing in a biology laboratory class.

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Journal of Microbiology & Biology Education Pub Date : 2024-04-25 Epub Date: 2024-03-15 DOI:10.1128/jmbe.00197-23
Anqi Yang, Lisa McDonnell
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Abstract

Laboratory courses offer a unique opportunity, and sometimes challenge, to engage students in projects where they can experience ownership and authentic science practices. An important science practice is writing, which can lead to increased learning about concepts and science communication. Experiencing a sense of ownership in research can lead to various student outcomes, such as increased motivation, greater interest in research, and higher retention in STEM fields. Although previous work has extracted aspects of ownership from students' descriptions of research experiences, studies have not examined directly how students define and perceive ownership. In addition, we do not have a clear idea of whether a sense of ownership is related to student attitudes toward scientific writing in a lab course setting. To better understand the relationship between ownership and writing directly from students' perspectives, we used analysis of student responses to surveys and interviews in an upper-division laboratory course. Using a grounded theory approach for the analysis of 167 survey responses and 9 interviews, we found that students have varying perceptions of project ownership, with the most frequent being opportunities to contribute ideas and shape the project (autonomy), doing the work, and leadership. Students largely perceived that increased ownership had positive influences on their writing, such as increased understanding and thinking, freedom in writing, and increased motivation. Learning about how students perceive ownership in the context of a lab course is useful for considering how lab course structure may support the development of a sense of ownership and may influence how we can engage students in meaningful writing practices.

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在生物实验课上,学生对自主权的定义以及自主权对写作的影响。
实验课程提供了一个独特的机会,有时也是挑战,让学生参与到项目中,让他们体验到主人翁精神和真实的科学实践。写作是一项重要的科学实践,它可以促进概念学习和科学交流。在研究中体验到主人翁意识,可以使学生取得各种成果,如提高学习动力、增强研究兴趣、提高在 STEM 领域的保留率等。虽然以往的研究已经从学生对研究经历的描述中提取了主人翁意识的各个方面,但还没有研究直接考察学生是如何定义和感知主人翁意识的。此外,我们还不清楚自主意识是否与学生在实验课程环境中对科学写作的态度有关。为了直接从学生的角度更好地理解自主权与写作之间的关系,我们对高年级实验课程中学生的问卷调查和访谈进行了分析。我们采用基础理论方法分析了 167 份调查问卷和 9 个访谈,发现学生对项目自主权的看法各不相同,最常见的看法是有机会贡献想法和塑造项目(自主权)、完成工作和领导权。学生们普遍认为,主人翁意识的增强会对他们的写作产生积极的影响,如增加理解和思考、写作的自由度以及提高写作的积极性。了解学生如何看待实验课程中的主人翁意识,有助于考虑实验课程的结构如何支持主人翁意识的发展,并影响我们如何让学生参与有意义的写作实践。
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来源期刊
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.00
自引率
26.30%
发文量
95
审稿时长
22 weeks
期刊最新文献
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