Literaturnachweis - Detailanzeige
| Autor/inn/en | Curry, Kevin W., Jr.; Spencer, Dan; Pesout, Ondra; Pigford, Kimberly |
|---|---|
| Titel | Utility Value Interventions in a College Biology Lab: The Impact on Motivation |
| Quelle | In: Journal of Research in Science Teaching, 57 (2020) 2, S.232-252 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Curry, Kevin W., Jr.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4308 |
| DOI | 10.1002/tea.21592 |
| Schlagwörter | Biology; Science Instruction; Science Laboratories; Writing (Composition); Scientific Concepts; Writing Assignments; Intervention; College Students; Reports; Introductory Courses; Universities; Pretests Posttests; Comparative Analysis; Reflection; Teaching Methods |
| Abstract | Science writing, such as lab reports, allows students to form a meaningful understanding of scientific concepts. However, students often view scientific writing as unimportant and utilize surface level approaches when completing writing assignments. The current study implemented three experimental interventions (directly-communicated, self-generated, and hybrid) aligned with prior literature and designed to improve the utility value of lab reports in college settings. Participants (n = 1,002) were recruited from 43 lab sections of an introductory biology course at a large southeastern university. Measures of subjective task value (utility value, attainment value, cost, and intrinsic value) were collected pre-, mid-, and post-intervention. The self-generated and hybrid groups exhibited higher self-reported utility value by posttest compared to the control group. Requiring students to generate their own utility value toward a task, followed by a written reflection, increases students' maintained and situational interest for biology laboratory reports. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
