探究评估问题框架对生物学专业本科生学习偏好和情感的影响。

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Cbe-Life Sciences Education Pub Date : 2023-12-01 DOI:10.1187/cbe.22-12-0249
Jeremy L Hsu, Noelle Clark, Kate Hill, Melissa Rowland-Goldsmith
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引用次数: 0

摘要

几乎所有的本科生物课程都依赖于小测验和考试。尽管评估问题普遍存在,但很少有研究探讨评估问题的框架如何影响学生的表现和影响。在这里,我们进行了一项准随机实验研究,在该研究中,同一课程不同部分的学生被提出了同构问题,这些问题在他们的实验场景框架中有所不同。其中一节使用了自我参照术语“你”进行描述,将学生置于实验中;另一部分收到了使用同学名字的相同场景;而第三部分的场景整合了反传统科学家的名字。我们的研究结果表明,在整个学期中,各部分的表现没有差异,学生自我报告的压力和身份也没有差异。然而,所有三个部分的学生都表示,他们最喜欢自我参照框架,提供了各种原因,表明这些变体可能会影响学生阅读和处理问题的能力。此外,我们的研究结果还表明,这些情景的框架也会对一些学生对问题的影响和态度产生很大影响。最后,我们讨论了对生物学教育研究界和生物学教师的启示。
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Investigating the Influence of Assessment Question Framing on Undergraduate Biology Student Preference and Affect.

Nearly all undergraduate biology courses rely on quizzes and exams. Despite their prevalence, very little work has been done to explore how the framing of assessment questions may influence student performance and affect. Here, we conduct a quasi-random experimental study where students in different sections of the same course were given isomorphic questions that varied in their framing of experimental scenarios. One section was provided a description using the self-referential term "you", placing the student in the experiment; another section received the same scenario that used classmate names; while a third section's scenario integrated counterstereotypical scientist names. Our results demonstrate that there was no difference in performance throughout the semester between the sections, nor were there differences in students' self-reported stress and identity. However, students in all three sections indicated that they most preferred the self-referential framing, providing a variety of reasons that suggest that these variants may influence how well a student reads and processes the question. In addition, our results also indicate that the framing of these scenarios can also have a large impact on some students' affect and attitude toward the question. We conclude by discussing implications for the biology education research community and biology instructors.

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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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