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An Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory STEM Courses. 探索性混合方法分析学生对 STEM 入门课程包容性看法的因素。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-04-0055
Alessandra M York, Kathryn G Miller, Michael J Cahill, Mindy A Bernstein, Ashton M Barber, Hannah E Blomgren, Regina F Frey

In this exploratory mixed-methods analysis of students' perceptions of inclusion in introductory STEM courses for STEM majors, we asked students to rate inclusion in their class and to provide an open-text explanation of their rating. Analyzing 1930 qualitative responses resulted in a codebook containing academic, identity, and nonspecific categories. The majority of responses (>80%) cited academic factors such as interactions between students and instructors or course elements and policies. Most academic responses aligned with evidence-based teaching practices fostering inclusion, describing a range of strategies and policies instructors can implement to increase students' perceptions of inclusion. A small number of student responses indicated that their perception of the required knowledge background for the course impacted course inclusivity. Few differences in frequency distributions were found between subgroups examined (gender, race and ethnicity, self-reported inclusion score, and discipline). Additionally, tracking a subset of students (135) across three courses revealed that most (80%) cited different factors influencing their perception of inclusion in each course. This suggests students' perceptions of inclusive practices are complex, and most students recognize multiple factors that influence their inclusion. Overall, our findings suggest instructors can significantly influence students' perceptions of inclusion by using multiple inclusive teaching strategies and course policies.

在这一探索性的混合方法分析中,我们要求学生对他们班级的包容性进行评分,并对他们的评分提供开放文本解释。对 1930 个定性回答进行分析后,我们编制了一个包含学术、身份和非特定类别的代码簿。大多数回答(>80%)提到了学术因素,如学生与教师之间的互动或课程要素和政策。大多数学术回答与促进全纳的循证教学实践相一致,描述了教师可以实施的一系列策略和政策,以提高学生对全纳的认识。少数学生的回答表明,他们对课程所需知识背景的看法影响了课程的全纳性。在所研究的分组(性别、种族和民族、自我报告的包容性得分和纪律)之间,频率分布几乎没有差异。此外,通过对三门课程的学生子集(135 人)进行追踪发现,大多数学生(80%)在每门课程中都提到了影响其全纳观念的不同因素。这表明,学生对全纳实践的看法是复杂的,大多数学生认识到影响他们全纳的多种因素。总之,我们的研究结果表明,教师通过采用多种全纳教学策略和课程政策,可以极大地影响学生对全纳的看法。
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引用次数: 0
The Making of Future Scientists: Faculty Mentor Cultural Awareness and Inclusive Science Labs. 未来科学家的培养:教师指导文化意识和包容性科学实验室。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-01-0032
Ivan A Hernandez, Oliva Mota Segura, Rosalva Romero Gonzalez, Lilibeth Flores, Miguel T Villodas, Christal D Sohl, Jessi L Smith, Dustin B Thoman

A compelling body of research suggests that students from racially marginalized and minoritized (RMM) backgrounds are systematically deterred from Science, Technology, Engineering, and Math (STEM) fields when teachers and scientists create ideologically colorblind STEM learning environments where cultural differences are deemed irrelevant and disregard how race/ethnicity shapes students' experiences. We examine whether and how STEM faculty can serve as important sources of information that signal racial/ethnic diversity inclusion (or exclusion) that influence RMM students' motivation to persist in STEM. Specifically, we focus on RMM students' perceptions of their faculty research mentors' cultural awareness-the extent to which students believe that their faculty research mentor acknowledges and appreciates racial/ethnic differences in STEM research. Results from a longitudinal survey of RMM students (N = 150) participating in 74 faculty-led STEM research labs demonstrated that RMM students who perceived their faculty research mentor to be more culturally aware experienced more positive social climates in the lab and were more identified as scientists. Increased science identity, in turn, predicted their motivation to pursue STEM careers 3 months later. These findings demonstrate the importance of acknowledging, welcoming, and celebrating racial/ethnic diversity within STEM learning environments to broaden inclusive and equitable participation in STEM.

大量令人信服的研究表明,当教师和科学家们创造出无视意识形态色彩的 STEM 学习环境,将文化差异视为无关紧要,并无视种族/族裔如何影响学生的经历时,来自种族边缘化和少数民族(RMM)背景的学生就会被系统性地阻挡在科学、技术、工程和数学(STEM)领域之外。我们研究了 STEM 教师是否以及如何作为重要的信息来源,发出种族/民族多样性包容(或排斥)的信号,从而影响 RMM 学生坚持 STEM 学习的动力。具体来说,我们关注的是 RMM 学生对其教师研究导师的文化意识的看法--学生认为其教师研究导师在 STEM 研究中承认并欣赏种族/民族差异的程度。对参加 74 个教师领导的 STEM 研究实验室的 RMM 学生(N = 150)进行的纵向调查结果表明,认为其教师研究导师的文化意识更强的 RMM 学生在实验室中体验到了更积极的社会氛围,并更认同自己是科学家。反过来,科学认同感的提高又预示着他们在 3 个月后从事 STEM 职业的动机。这些研究结果表明,在 STEM 学习环境中承认、欢迎和赞美种族/民族多样性对于扩大 STEM 的包容性和公平参与非常重要。
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引用次数: 0
The Ungrading Learning Theory We Have Is Not the Ungrading Learning Theory We Need. 我们所拥有的取消评分学习理论并非我们所需要的取消评分学习理论。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-01-0031
Clarissa Sorensen-Unruh

Ungrading is an emancipatory pedagogy that focuses on evaluative assessment of learning. Self-regulated learning (SRL) has consistently been referred to as the learning theory that undergirds ungrading, but SRL-with its deficit frame in the literature and in practice-fails to uphold ungrading's emancipatory aims. An asset-framed learning theory-one that combines the cultural orientation of funds of knowledge with the power dynamics of community cultural wealth-is proposed as an alternative to SRL. The proposed learning theory aligns ungrading to its emancipatory aims and may provide an opportunity to better understand the learning that occurs in ungraded classrooms. Scholarly and practical impacts for Science, Technology, Engineering, and Mathematics (STEM), and specifically biology, educational research and practice include investigating the plausibility of mixing learning theories, aligning learning theory to emancipatory aims and researching how faculty activate funds of knowledge and community cultural wealth, both individually and collectively, in ungraded STEM classrooms.

取消评分是一种解放性教学法,其重点在于对学习进行评价性评估。自律学习(SRL)一直被称为支撑取消评级的学习理论,但在文献和实践中,自律学习的缺失框架未能坚持取消评级的解放目标。我们提出了一种以资产为框架的学习理论,这种理论将知识基金的文化导向与社区文化财富的权力动态相结合,作为 SRL 的替代理论。所提出的学习理论将不分等级与其解放目标结合起来,并为更好地理解不分等级课堂中的学习提供了机会。该理论对科学、技术、工程和数学(STEM),特别是生物学教育研究和实践的学术和实际影响包括:调查混合学习理论的合理性,使学习理论与解放目标相一致,以及研究教师如何在不分等级的 STEM 课堂上单独和集体地激活知识基金和社区文化财富。
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引用次数: 0
Mind the Gap: Investigating Disaggregated Student Performance in an Upper-Division Biochemistry Course Following Team-Based Learning. 注意差距:在团队学习后调查高年级生物化学课程中学生的分类成绩。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-02-0090
Jacob Woodbury, Erika Offerdahl

Team-based learning (TBL) is a highly intense active learning pedagogy that uses a cycle of preclass preparation, formative assessment for readiness, mini-lectures, and complex team exercises. Consistent with the literature on active learning, prior research on TBL consistently shows its benefits for student outcomes as compared with previous lecture. However, little work has examined student outcomes disaggregated by demographic variable. We analyzed assessment and student demographic data (i.e., binary gender, racial/ethnic group, generational status) in three semesters of TBL in an upper-division biochemistry course to understand the degree to which performance could be predicted by student demographics. We use theoretical and empirical research from social psychology to hypothesize that the intense interpersonal interactions of TBL could activate psychological threats, the effects of which would be measurable as differences in student performance that correlate with demographic variables. Our regression analysis did not support this hypothesis. This null result invites a deeper discussion on how we measure the potential effects of active learning on student outcomes, particularly given how important it is to account for intersectional and invisible identities.

基于团队的学习(TBL)是一种高度紧张的主动学习教学法,它采用课前准备、形成性准备评估、微型讲座和复杂的团队练习的循环方式。与有关主动学习的文献一致,先前有关 TBL 的研究一致表明,与以前的讲授法相比,TBL 有利于学生的学习成绩。然而,很少有研究按人口统计学变量对学生成绩进行分类。我们分析了高年级生物化学课程中三个学期 TBL 的评估和学生人口统计学数据(即二元性别、种族/民族群体、代际状况),以了解学生人口统计学在多大程度上可以预测学习成绩。我们利用社会心理学的理论和实证研究,假设 TBL 的激烈人际互动可能会激活心理威胁,其影响可通过与人口统计学变量相关的学生成绩差异来衡量。我们的回归分析并不支持这一假设。这一无效结果引发了我们对如何衡量主动学习对学生成绩的潜在影响进行更深入的讨论,特别是考虑到考虑交叉和隐形身份是多么重要。
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引用次数: 0
Engaging Undergraduate Students in Course-based Research Improved Student Learning of Course Material. 让本科生参与课程研究提高了学生对课程材料的学习。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 DOI: 10.1187/cbe.22-05-0096
Nicole T Appel, Ammar Tanveer, Sara Brownell, Joseph N Blattman

Course-based undergraduate research experiences (CUREs) offer students opportunities to engage in critical thinking and problem solving. However, quantitating the impact of incorporating research into undergraduate courses on student learning and performance has been difficult since most CUREs lack a comparable traditional course as a control. To determine how course-based research impacts student performance, we compared summative assessments of the traditional format for our upper division immunology course (2013-2016), in which students studied known immune development and responses, to the CURE format (2017-2019), in which students studied the effects of genetic mutations on immune development and responses. Because the overall class structure remained unaltered, we were able to quantitate the impact of incorporating research on student performance. Students in the CURE format class performed significantly better on quizzes, exams, and reports. There were no significant differences in academic levels, degree programs, or grade point averages, suggesting improved performance was due to increased engagement of students in research.

基于课程的本科生研究体验(CURE)为学生提供了参与批判性思维和解决问题的机会。然而,量化将研究纳入本科课程对学生学习和成绩的影响一直很困难,因为大多数 CURE 都缺乏可比的传统课程作为对照。为了确定基于课程的研究对学生成绩的影响,我们比较了高年级免疫学课程(2013-2016 年)和 CURE 课程(2017-2019 年)的终结性评估,前者的传统形式是让学生研究已知的免疫发育和反应,后者则是让学生研究基因突变对免疫发育和反应的影响。由于整体课堂结构保持不变,我们能够量化纳入研究对学生成绩的影响。CURE 形式班级的学生在测验、考试和报告中的表现明显更好。在学术水平、学位课程或平均学分绩点方面没有明显差异,这表明成绩的提高是由于学生参与研究的程度提高了。
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引用次数: 0
Student Perspectives of Success and Failure in Biology Lecture: Multifaceted Definitions and Misalignments. 学生对生物课成败的看法:多方面的定义和错位。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-12-0243
Bailey M Von der Mehden, Kurisma Waller, Elisabeth E Schussler

Investigating definitions of success and failure among introductory biology students is essential for understanding what underlies their self-efficacy; a student who gets a B on an exam may lose self-efficacy if they define failure as anything less than an A. Yet, whether students have the same definitions for success as they have for failure in these classes is unknown, nor how those definitions relate to course performance. To better understand student definitions for success and failure and their implications, this mixed-methods study collected survey data from students in two introductory biology courses about their definitions of success and failure and their self-reported grades. Coding of open-ended responses revealed four broad themes related to both success and failure: Performance, Content, Preparation, and Attitude. Although there were common themes in how students defined success and failure overall, individual students often (65%) described success or failure in relation to different standards. We also found some definitions of success and failure were predicted by grades. These results highlight the complexity of building self-efficacy in introductory biology and suggest the need for greater awareness and acknowledgment of the different standards students use to judge their success and failure.

调查生物入门课程学生对成功和失败的定义对于了解学生自我效能感的基础至关重要;如果学生将失败定义为低于 A 的成绩,那么考试成绩为 B 的学生可能会失去自我效能感。然而,在这些课程中,学生对成功和失败的定义是否相同,以及这些定义与课程成绩之间的关系如何,都是未知数。为了更好地了解学生对成功和失败的定义及其影响,这项混合方法研究收集了两门生物入门课程学生对成功和失败的定义及其自我报告成绩的调查数据。对开放式回答的编码揭示了与成功和失败相关的四大主题:成绩、内容、准备和态度。虽然学生对成功和失败的定义在总体上有共同的主题,但个别学生(65%)经常根据不同的标准来描述成功或失败。我们还发现,有些成功和失败的定义是由成绩决定的。这些结果凸显了在生物入门课程中建立自我效能感的复杂性,并表明有必要进一步认识和承认学生在判断成功和失败时所采用的不同标准。
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引用次数: 0
Mentorship Interventions in Postgraduate Medical and STEM Settings: A Scoping Review. 医学研究生和科学、技术、工程和数学环境中的导师制干预措施:范围审查。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-08-0155
Navika Gangrade, Chellandra Samuels, Hassan Attar, Aaliyah Schultz, Nanda Nana, Erqianqian Ye, W Marcus Lambert

Background: Mentorship is critical to success in postgraduate science, technology, engineering, math, and medicine (STEMM) settings. As such, the purpose of this study is to comprehensively explore the state of mentorship interventions in postgraduate STEMM settings to identify novel practices and future research directions. The selection criteria for reviewed articles included: 1) published between 2002 and 2022, 2) peer-reviewed, 3) in English, 4) postgraduate mentees, 5) a program where mentorship is a significant, explicit focus, and 6) a description of mentee outcomes related to the mentorship intervention. Overall, 2583 articles were screened, and 109 articles were reviewed.

Results: Most postgraduate STEMM mentorship intervention studies lack strong evidence to evaluate the effectiveness of the intervention, with only 5.5% of articles designed as randomized controlled trials. Most mentorship interventions (45.6%) were created for faculty, and few (4%) were for postdoctoral researchers. Also, only 18.8% of interventions focused on underrepresented groups in STEMM. Most interventions (53.7%) prescribed a dyadic structure, and there was more mentorship training for mentors than mentees.

Conclusion: Overall, these findings identify gaps in mentorship interventions and provide step-by-step guidance for future interventions, including a consideration for underrepresented groups and postdoctoral scholars, robust mentorship training, and more randomized controlled trials.

背景:导师制对于科学、技术、工程、数学和医学(STEMM)研究生的成功至关重要。因此,本研究的目的是全面探讨在 STEMM 研究生教育环境中导师干预的现状,以确定新的做法和未来的研究方向。综述文章的选择标准包括1)发表于 2002 年至 2022 年之间;2)经同行评审;3)英文;4)研究生被指导者;5)指导是一个重要而明确的重点项目;6)描述了与指导干预相关的被指导者的成果。共筛选出 2583 篇文章,并对 109 篇文章进行了审查:大多数 STEMM 研究生导师制干预研究缺乏强有力的证据来评估干预的有效性,只有 5.5% 的文章设计为随机对照试验。大多数导师制干预措施(45.6%)都是针对教职员工的,只有少数(4%)是针对博士后研究人员的。此外,只有 18.8%的干预措施关注 STEMM 中代表性不足的群体。大多数干预措施(53.7%)规定了二元结构,对导师的指导培训多于对被指导者的培训:总之,这些研究结果找出了导师指导干预措施的不足之处,并为今后的干预措施提供了逐步指导,包括考虑到代表性不足的群体和博士后学者、强有力的导师指导培训以及更多的随机对照试验。
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引用次数: 0
Examining and Supporting Mechanistic Explanations Across Chemistry and Biology Courses. 在化学和生物课程中检验和支持机理解释。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-08-0157
Megan Shiroda, Clare G-C Franovic, Joelyn de Lima, Keenan Noyes, Devin Babi, Estefany Beltran-Flores, Jenna Kesh, Robert L McKay, Elijah Persson-Gordon, Melanie M Cooper, Tammy M Long, Christina V Schwarz, Jon R Stoltzfus

Causal mechanistic reasoning is a thinking strategy that can help students explain complex phenomena using core ideas commonly emphasized in separate undergraduate courses, as it requires students to identify underlying entities, unpack their relevant properties and interactions, and link them to construct mechanistic explanations. As a crossdisciplinary group of biologists, chemists, and teacher educators, we designed a scaffolded set of tasks that require content knowledge from biology and chemistry to construct nested hierarchical mechanistic explanations that span three scales (molecular, macromolecular, and cellular). We examined student explanations across seven introductory and upper-level biology and chemistry courses to determine how the construction of mechanistic explanations varied across courses and the relationship between the construction of mechanistic explanations at different scales. We found non-, partial, and complete mechanistic explanations in all courses and at each scale. Complete mechanistic explanation construction was lowest in introductory chemistry, about the same across biology and organic chemistry, and highest in biochemistry. Across tasks, the construction of a mechanistic explanation at a smaller scale was associated with constructing a mechanistic explanation for larger scales; however, the use of molecular scale disciplinary resources was only associated with complete mechanistic explanations at the macromolecular, not cellular scale.

因果机械推理是一种思维策略,可以帮助学生利用本科课程通常强调的核心思想来解释复杂的现象,因为它要求学生识别潜在的实体,解读它们的相关属性和相互作用,并将它们联系起来构建机械解释。作为一个由生物学家、化学家和教师教育者组成的跨学科小组,我们设计了一套支架式任务,要求学生利用生物学和化学的内容知识,构建跨越三个尺度(分子、大分子和细胞)的嵌套式分层机理解释。我们研究了七门入门级和高级生物与化学课程中学生的解释,以确定不同课程中构建机理解释的差异,以及在不同尺度上构建机理解释之间的关系。我们在所有课程和每种规模的课程中都发现了非机械解释、部分机械解释和完全机械解释。完整的机理解释构建在化学入门课程中最低,在生物和有机化学课程中大致相同,而在生物化学课程中最高。在所有任务中,构建较小尺度的机理解释与构建较大尺度的机理解释相关;然而,使用分子尺度的学科资源只与大分子而非细胞尺度的完整机理解释相关。
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引用次数: 0
Challenging Misconceptions about Race in Undergraduate Genetics. 挑战遗传学本科生对种族的误解。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-12-0228
Erin M Ball, Robin A Costello, Cissy J Ballen, Rita M Graze, Eric W Burkholder

Racial biases, which harm marginalized and excluded communities, may be combatted by clarifying misconceptions about race during biology lessons. We developed a human genetics laboratory activity that challenges the misconception that race is biological (biological essentialism). We assessed the relationship between this activity and student outcomes using a survey of students' attitudes about biological essentialism and color-evasive ideology and a concept inventory about phylogeny and human diversity. Students in the human genetics laboratory activity showed a significant decrease in their acceptance of biological essentialism compared with a control group, but did not show changes in color-evasive ideology. Students in both groups exhibited increased knowledge in both areas of the concept inventory, but the gains were larger in the human genetics laboratory. In the second iteration of this activity, we found that only white students' decreases in biological essentialist beliefs were significant and the activity failed to decrease color-evasive ideologies for all students. Concept inventory gains were similar and significant for both white and non-white students in this iteration. Our findings underscore the effectiveness of addressing misconceptions about the biological origins of race and encourage more research on ways to effectively change damaging student attitudes about race in undergraduate genetics education.

种族偏见会伤害边缘化和受排斥的群体,在生物课上澄清对种族的误解可以消除种族偏见。我们开发了一个人类遗传学实验活动,挑战种族是生物性的(生物本质论)这一误解。我们通过调查学生对生物本质论和肤色侵害意识形态的态度,以及系统发育和人类多样性的概念清单,评估了这一活动与学生成绩之间的关系。与对照组相比,参加人类遗传学实验活动的学生对生物本质论的接受程度明显下降,但在肤色侵害意识形态方面没有变化。两组学生在概念清单的两个方面的知识都有所增长,但人类遗传学实验室的学生增长幅度更大。在该活动的第二次迭代中,我们发现只有白人学生在生物本质主义信念方面的下降是显著的,而该活动未能降低所有学生的肤色侵蚀意识形态。在这一迭代中,白人和非白人学生的概念清单收益相似且显著。我们的研究结果强调了解决有关种族生物起源的错误观念的有效性,并鼓励在本科遗传学教育中就如何有效改变学生对种族的破坏性态度开展更多研究。
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引用次数: 0
Emotion in Teacher Learning and Professional Development. 教师学习和专业发展中的情感。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-05-0152
Julia Svoboda Gouvea

The purpose of the Current Insights feature is to highlight recent research and scholarship from outside the Life Sciences Education (LSE) community. In this installment, I draw together a collection of articles that explore the challenging emotions that emerge for teachers in learning and professional development contexts. Recent research has begun to deepen understandings of the role of emotions in learning-mostly studying students. The articles in this set extend that focus to teachers who, like students, can feel frustration, overwhelm, or fear when faced with challenges involved in learning. Insights from these articles can inform those working with teachers to support transformational change.

当前视角 "专题旨在重点介绍生命科学教育(LSE)界以外的最新研究和学术成果。在本期专题中,我收集了一些文章,探讨教师在学习和专业发展情境中出现的具有挑战性的情绪。最近的研究已经开始加深对情绪在学习中的作用的理解--主要是研究学生。这组文章将研究重点延伸到了教师身上,教师和学生一样,在面对学习中的挑战时,也会感到沮丧、不知所措或恐惧。从这些文章中获得的启示可以为那些与教师合作,支持转型变革的人提供参考。
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引用次数: 0
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Cbe-Life Sciences Education
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