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Building Authentic Science Experiences: Students' Perceptions of Sequential Course-Based Undergraduate Research. 建立真实的科学体验:学生对基于顺序课程的本科生研究的看法。
IF 3.7 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-12-01 DOI: 10.1187/cbe.23-03-0042
Bailey M Von der Mehden, Eric M Pennino, Heather L Fajardo, Catherine Ishikawa, Kelly K McDonald

Course-based Undergraduate Research Experiences (CUREs) are attractive solutions for scaling undergraduate research experiences at primarily undergraduate teaching institutions, where resources for faculty research activities can be limited. The Sustainable Interdisciplinary Research to Inspire Undergraduate Success (SIRIUS) project is a unique program that integrates CUREs, coordinated around a local real-world problem, throughout a biology department's curricula. The CUREs are scaffolded to provide all biology majors with multiple opportunities to engage in scientific investigations as they advance through introductory, intermediate, and advanced courses. In this mixed methods, cross-sectional study, we explore students' perceptions of the authenticity of their experiences as they progress through the SIRIUS CUREs. Triangulated data collected from two instruments indicated that students in advanced courses recognized more involvement in research activities and perceived greater authenticity in the science they were performing compared with introductory and intermediate students. Intermediate and advanced students perceived more opportunities for independence; however, experiences with failure and the influence these experiences had on the perceptions of authenticity was primarily observed with advanced students. This study contributes to the growing literature on CUREs with a focus on students from a primarily undergraduate institution with multiple minority-serving designations.

基于课程的本科生研究体验(CURE)是在主要是本科生的教学机构扩大本科生研究体验的有吸引力的解决方案,在那里,教师研究活动的资源可能有限。激发本科生成功的可持续跨学科研究(SIRIUS)项目是一个独特的项目,它将围绕当地现实世界问题协调的CURE整合到生物学系的整个课程中。CURE是脚手架式的,为所有生物学专业的学生提供了在入门、中级和高级课程中进行科学研究的多种机会。在这项混合方法的横断面研究中,我们探讨了学生在SIRIUS课程中对自己经历真实性的看法。从两项工具中收集的三角数据表明,与入门生和中级生相比,高级课程的学生认识到更多地参与研究活动,并认为他们所从事的科学更真实。中级和高级学生认为有更多的独立机会;然而,失败的经历以及这些经历对真实感的影响主要在高年级学生身上观察到。这项研究为越来越多的关于CURE的文献做出了贡献,重点关注来自一所拥有多个少数族裔服务名额的主要本科院校的学生。
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引用次数: 0
Exploring Black Undergraduate Students' Communication and Biology Education Experiences about COVID-19 and COVID-19 Vaccines During the Pandemic. 探讨新冠肺炎和新冠肺炎疫情期间黑人大学生的沟通与生物学教育经验。
IF 3.7 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-11-0233
Chloe D Bowen, Alexa R Summersill, Angela N Google, Madeline G Aadnes, M Elizabeth Barnes

Effective communication about science is a core skill undergraduates should learn, but little research has explored how students communicate about culturally controversial science topics. In this study, we explored how Black undergraduate science students took on the role of science communicators in their communities during the COVID-19 pandemic. We interviewed 23 Black students about their experiences learning about COVID-19 vaccines and communicating about COVID-19 vaccines to their communities. We found that students' racial/ethnic and science backgrounds made them feel a responsibility to be effective communicators about COVID-19 vaccines as potential trusted messengers within their communities. However, students were using limited strategies when communicating and were unsure how to communicate about COVID-19 topics effectively to those who were vaccine-hesitant or doubted the severity of the pandemic. Finally, students described ways that their biology instructors could have helped them be more confident when communicating about COVID-19 vaccines with their communities. Findings suggest that biology instructors could teach science communication principles in addition to content knowledge about culturally controversial science topics in their undergraduate classes to build on students' developing science communication skills.

关于科学的有效沟通是本科生应该学习的核心技能,但很少有研究探讨学生如何就文化上有争议的科学话题进行沟通。在这项研究中,我们探讨了在新冠肺炎大流行期间,黑人大学生如何在社区中扮演科学传播者的角色。我们采访了23名黑人学生,讲述他们学习新冠肺炎疫苗和向社区宣传新冠肺炎疫苗的经历。我们发现,学生的种族/民族和科学背景使他们感到有责任成为新冠肺炎疫苗的有效传播者,成为社区内潜在的可信信使。然而,学生们在交流时使用了有限的策略,不确定如何有效地与那些对疫苗犹豫不决或怀疑疫情严重性的人交流新冠肺炎话题。最后,学生们描述了他们的生物导师在与社区交流新冠肺炎疫苗时可以帮助他们更有信心的方法。研究结果表明,生物学讲师可以在本科生课堂上教授科学交流原则,以及文化上有争议的科学主题的内容知识,以培养学生发展的科学交流技能。
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引用次数: 0
"I don't Know what I Would do Without it" How Life Science Graduate Students Describe Resource Value. “我不知道没有它我会做什么”生命科学研究生如何描述资源价值。
IF 3.7 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-11-0241
Maryrose Weatherton, Bailey M Von der Mehden, Elisabeth E Schussler

Graduate students often face choices about which resources to use to help them succeed in their programs. These choices likely differ among students, in part, due to different perceptions of resource value. However, little is known about why particular resources might be considered highly valuable to students, thus driving choice. Utilizing expectancy-value theory for help sources as our theoretical framework, this qualitative study explored life science (LS) graduate students' top three resource choices, their explanations about why they made those choices, and whether students' perceptions of value differed among resources and across demographic groups. We addressed two research questions: 1) What resources do LS graduate students consider to be the most important? 2) What drives LS graduate students' perceptions of resource value? Many participants indicated that 'advisor' and 'academic stipend' were most important. Student perceptions of value were driven by their perceptions of which needs resources fulfilled, such as basic needs, academic help, or support. Participants' top resource choices and underlying values of those resources did not differ among demographic groups. We propose a model for understanding graduate student resource choice that may inform future work on student outcomes.

研究生经常面临如何使用哪些资源来帮助他们在项目中取得成功的选择。这些选择可能在学生之间有所不同,部分原因是对资源价值的看法不同。然而,对于为什么特定的资源可能被认为对学生非常有价值,从而推动选择,我们知之甚少。利用期望值理论作为我们的理论框架,这项定性研究探讨了生命科学(LS)研究生的前三大资源选择,他们对为什么做出这些选择的解释,以及学生对价值的感知是否因资源和人口群体而异。我们解决了两个研究问题:1)LS研究生认为什么资源是最重要的?2) 是什么推动了LS研究生对资源价值的认知?许多与会者表示,“顾问”和“学术津贴”是最重要的。学生对价值的感知是由他们对满足哪些需求资源的感知驱动的,如基本需求、学术帮助或支持。参与者的主要资源选择和这些资源的基本价值在人口群体之间没有差异。我们提出了一个理解研究生资源选择的模型,该模型可能会为未来的学生成果工作提供信息。
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引用次数: 0
Re-Envisioning the Culture of Undergraduate Biology Education to Foster Black Student Success: A Clarion Call. 重新构想本科生物教育文化以培养黑人学生的成功:一个明确的呼吁。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-09-0175
Terrell R Morton, Wesley Agee, Kilan C Ashad-Bishop, Lori D Banks, Zanethia Choice Barnett, Imari D Bramlett, Briana Brown, Walter Gassmann, Korie Grayson, Gail P Hollowell, Ruth Kaggwa, Gaurav S Kandlikar, Marshaun Love, Whitney N McCoy, Mark A Melton, Monica L Miles, Catherine L Quinlan, ReAnna S Roby, Checo J Rorie, Tatiane Russo-Tait, Ashlyn M Wardin, Michele R Williams, Ashley N Woodson

The purpose of this paper is to present an argument for why there is a need to re-envision the underlying culture of undergraduate biology education to ensure the success, retention, and matriculation of Black students. The basis of this argument is the continued noted challenges with retaining Black students in the biological sciences coupled with existing research that implicates science contexts (i.e., the cultural norms, values, and beliefs manifesting through policies and practices) as being the primary source of the challenges experienced by Black students that lead to their attrition. In presenting this argument, we introduce the Re-Envisioning Culture Network, a multigenerational, interdisciplinary network comprised of higher education administrators, faculty, staff, Black undergraduate students majoring in biology, Black cultural artists, community leaders, and STEM professionals to work together to curate and generate resources and tools that will facilitate change. In introducing the REC Network and disseminating its mission and ongoing endeavors, we generate a clarion call for educators, researchers, STEM professionals, students, and the broader community to join us in this endeavor in fostering transformative change.

本文的目的是提出一个论点,说明为什么有必要重新设想本科生生物学教育的基本文化,以确保黑人学生的成功、保留和入学。这一论点的基础是,在生物科学领域留住黑人学生方面持续存在的挑战,加上现有的研究表明,科学背景(即通过政策和实践体现的文化规范、价值观和信仰)是黑人学生面临的导致其流失的挑战的主要来源。在提出这一论点时,我们介绍了重新设想文化网络,这是一个多代、跨学科的网络,由高等教育管理人员、教职员工、生物学专业的黑人本科生、黑人文化艺术家、社区领袖和STEM专业人员组成,共同策划和产生有助于变革的资源和工具。通过引入REC网络并传播其使命和正在进行的努力,我们发出了一个号角,呼吁教育工作者、研究人员、STEM专业人员、学生和更广泛的社区加入我们的行列,促进变革。
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引用次数: 0
Students explain evolution by natural selection differently for humans versus nonhuman animals. 对于人类和非人类动物,学生们通过自然选择来解释进化的方式不同。
IF 3.7 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-12-01 DOI: 10.1187/cbe.21-06-0145
Joelyn de Lima, Tammy M Long

Evolution is foundational to understanding biology, yet learners at all stages have incomplete and incorrect ideas that persist beyond graduation. Contextual features of prompts (e.g., taxon of organism, acquisition vs. loss of traits, etc.) have been shown to influence both the learning process and the ideas students express in explanations of evolutionary processes. In this study, we compare students' explanations of natural selection for humans versus a nonhuman animal (cheetah) at different times during biology instruction. We found "taxon" to be a significant predictor of the content of students' explanations. Responses to "cheetah" prompts contained a larger number and diversity of key concepts (e.g., variation, heritability, differential reproduction) and fewer naïve ideas (e.g., need, adapt) when compared with responses to an isomorphic prompt containing "human" as the organism. Overall, instruction increased the prevalence of key concepts, reduced naïve ideas, and caused a modest reduction in differences due to taxon. Our findings suggest that the students are reasoning differently about evolutionary processes in humans as compared with nonhuman animals, and that targeted instruction may both increase students' facility with key concepts while reducing their susceptibility to contextual influences.

进化是理解生物学的基础,但各个阶段的学习者都有不完整和不正确的想法,这些想法会持续到毕业后。提示的上下文特征(例如,生物体的分类单元、特征的获得与丧失等)已被证明会影响学习过程和学生在解释进化过程中表达的想法。在这项研究中,我们比较了学生在生物学教学的不同时间对人类和非人类动物(猎豹)的自然选择的解释。我们发现“分类单元”是学生解释内容的重要预测因子。与对包含“人类”作为有机体的同构提示的反应相比,对“猎豹”提示的反应包含更多和多样的关键概念(如变异、遗传力、差异繁殖),以及更少的天真想法(如需要、适应)。总的来说,教学增加了关键概念的普遍性,减少了天真的想法,并适度减少了分类单元的差异。我们的研究结果表明,与非人类动物相比,学生对人类进化过程的推理方式不同,有针对性的教学既可以提高学生掌握关键概念的能力,又可以降低他们对环境影响的易感性。
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引用次数: 0
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 Q1 EDUCATION, SCIENTIFIC DISCIPLINES 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

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.

学生的学习行为和元认知是学生学业成功的预测因素。然而,学生对自己学习习惯行为使用的元认知评价在很大程度上尚未被探索。为了解决这一差距,我们对参加三门不同生物学课程的学生(n=1140)进行了一项调查,要求他们确定用于准备第一次和第三次考试的学习行为,并评估每种行为的有效性。我们观察到,在所有课程中,学生使用了不同数量的主动和被动学习行为。然而,不同课程的成绩没有差异,有效(即主动)学习行为的使用提高了所有学生的考试成绩,而无效(即被动)学习行为对考试成绩没有显著影响。最后,我们的定性分析显示,所有课程的学生在识别有效学习行为方面表现出相似的能力,但学生无法解释为什么这些行为是有效的。总之,我们的研究表明,学生在不了解其有效性的情况下,使用各种学习行为来准备考试。我们鼓励教师构建课程结构,以促进元认知评估和有效学习行为的发展。
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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 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-08-0172
Georgianne L Connell, Deborah A Donovan, Elli J Theobald

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.

积极的学习方法往往需要小组合作。我们在一堂非专业生物课上测试了分组的各个方面。我们询问了大群体还是小群体会影响学生的学习成果和对小组工作的态度。我们把学生分成三到六个人一组,学生们整个学期都待在自己的小组里。我们使用前/后评估以及两阶段考试来衡量学习结果。对小组工作的态度是通过之前公布的前后调查和离职调查来衡量的。我们发现,大群体的学生在小组考试中表现更好,而大群体在两阶段考试的个人部分得分更高。小组规模对学生评估后的成绩或对小组工作的态度没有影响。接下来,我们将学生分为永久组或非永久组。我们使用了与小组规模实验相同的指标。长期小组的学生在小组考试中得分更高,对小组工作的态度更好。小组持久性对学生评估后的成绩没有影响。由于本季度形成了积极的团队互动,学生们更喜欢在固定的团队中工作。最佳小组规模和持久性可能是特定于上下文的,并取决于课堂上使用的小组作业类型。
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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 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-12-01 DOI: 10.1187/cbe.23-08-0162
Sarah L Eddy

The Current Insights feature is designed to introduce life-science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight recent large-scale studies from the K-12 literature that can inform undergraduate teaching. The first characterizes how the sense of belonging can influence whether students offer their ideas during class. The second explores the how instructor-student relationships can be leveraged to improve teaching. The third explores whether rubrics or exemplars are better at helping students develop quality feedback on their own writing.

Current Insights功能旨在向生命科学教育工作者和研究人员介绍其他社会科学和教育期刊上感兴趣的最新文章。在这一期中,我重点介绍了最近从K-12文献中进行的大规模研究,这些研究可以为本科生教学提供信息。第一个特征是归属感如何影响学生在课堂上是否提出自己的想法。第二部分探讨如何利用师生关系来改善教学。第三部分探讨了量规还是范例更能帮助学生对自己的写作进行高质量的反馈。
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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 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-12-01 DOI: 10.1187/cbe.22-09-0183
Erin E Shortlidge, Amie M Kern, Emma C Goodwin, Jeffrey T Olimpo

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.

基于课程的本科生研究经验(CURE)为学生参与现实世界的科学实践提供了一条不断扩大的途径。越来越多的CURE由研究生助教指导,但助教在教授CURE时可能准备不足,并面临独特的障碍。因此,除非向助教提供专业发展(PD)和资源来有效地教授CURE,否则他们和他们的学生可能无法从CURE教学中获得假定的好处。在这里,我们描述了三个视角——CURE TA、CURE设计师/辅导员和CURE学生的视角——它们共同旨在为CURE TA PD的暂定组成部分的开发提供信息。我们将这些观点与文献中先前的研究进行了比较,以确定所有来源的共性,并为在各种制度环境中推进CURE TA PD工作提供潜在的见解。我们建议,最有效的CURE TA PD计划将促进使用CURE特定的教学策略作为指导教学实践变革的基准,并应侧重于三个主要要素:1)提高研究和教学的敏锐性,2)发展有效和包容性的指导实践,以及3)识别和理解使CURE成为独特学习体验的因素。
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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 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-12-01 DOI: 10.1187/cbe.23-05-0083
Merlis P Alvarez-Berrios, Gabriele Haynes

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.

尽管西班牙裔人口增长迅速,但拉丁裔学生获得的STEM学位比同龄人少。因此,必须实施提高西班牙裔学生STEM保留率和毕业率的策略。关于多计算机合作的CURE与额外的学术支持相结合对低收入西班牙裔学生的影响,几乎没有研究,也没有研究只关注STEM中的波多黎各学生。波多黎各有99%的西班牙裔人口;因此,将公共关系纳入教育研究文献势在必行。这项研究试图检验波多黎各美洲大学两个校区STEM项目中改善学生体验研究(RISE)的影响。该项目包括多计算机协作CURE、学术咨询和使用准实验设计的同伴辅导。影响评估包括心理社会指标,如自我效能、科学认同和测试前/测试后设计中的归属感。这些发现与治疗和对照在保留率、通过率和课程成绩方面的差异进行了三角测量。研究结果显示,在所有指标上都有统计学上的显著改善。这项研究的发现支持多计算机合作的CURE、学术咨询和同伴辅导,将其作为改善波多黎各低收入西班牙裔学生成绩的有用和有效的策略。
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引用次数: 0
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Cbe-Life Sciences Education
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