Virtually the Same: A Comparison of STEM Students' Content Knowledge, Course Performance, and Motivation to Learn in Virtual and Face-to-Face Introductory Biology Laboratories. Research and Teaching

Autor/inn/en	Reece, Amber J.; Butler, Malcolm B.
Titel	Virtually the Same: A Comparison of STEM Students' Content Knowledge, Course Performance, and Motivation to Learn in Virtual and Face-to-Face Introductory Biology Laboratories. Research and Teaching
Quelle	In: Journal of College Science Teaching, 46 (2017) 3, S.83-89 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Comparative Analysis; STEM Education; Introductory Courses; Biology; Science Instruction; Motivation; College Science; Majors (Students); Quasiexperimental Design; Experimental Groups; Control Groups; Questionnaires; Synchronous Communication; Pretests Posttests; Statistical Analysis; Science Laboratories + Suchen Sie Ihr Suchwort? STEM; Einführungskurs; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; psychologische; Motivation (psychologisch); Fragebogen; Statistische Analyse
Abstract	Biology I is a required course for many science, technology, engineering, and mathematics (STEM) majors and is often their first college-level laboratory experience. The replacement of the traditional face-to-face laboratory experience with virtual laboratories could influence students' content knowledge, motivation to learn biology, and overall course performance. Three hundred undergraduate STEM students in face-to-face or virtual laboratories in a Biology I course completed a laboratory content test and the Biology Motivation Questionnaire II at the beginning and end of the semester. Final course grades were also obtained. Analyses revealed no significant differences between STEM students in the face-to-face and virtual laboratories in learning gains on the content test and final course grades. Two thirds of the STEM students experienced a decline in motivation to learn biology over the semester, but no significant differences were found between the laboratory groups. Thus, virtual laboratories may offer an affordable alternative to resource intensive face-to-face laboratories in large-enrollment Biology I courses. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01