A Comparative Study on Student Perceptions of Their Learning Outcomes in Undergraduate Science Degree Programmes with Differing Curriculum Models

Autor/inn/en	Matthews, Kelly E.; Firn, Jennifer; Schmidt, Susanne; Whelan, Karen
Titel	A Comparative Study on Student Perceptions of Their Learning Outcomes in Undergraduate Science Degree Programmes with Differing Curriculum Models
Quelle	In: International Journal of Science Education, 39 (2017) 6, S.742-760 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1304672
Schlagwörter	Comparative Analysis; Student Attitudes; Outcomes of Education; Undergraduate Students; College Science; Academic Degrees; Curriculum Development; Models; Science Process Skills; Knowledge Level; Communication Skills; Writing Skills; Teamwork; Mathematics Skills; Ethics; Thinking Skills; Foreign Countries; Interdisciplinary Approach; Student Surveys; Likert Scales; Attitude Change; Cohort Analysis; Data Analysis; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Lernleistung; Schulerfolg; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Analogiemodell; Wissensbasis; Kommunikationsstil; Writing skill; Schreibfertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ethik; Denkfähigkeit; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerbefragung; Likert-Skala; Attitudinal change; Einstellungsänderung; Kohortenanalyse; Auswertung; Statistische Analyse; Australien
Abstract	This study investigated students' perceptions of their graduate learning outcomes including content knowledge, communication, writing, teamwork, quantitative skills, and ethical thinking in two Australian universities. One university has a traditional discipline-orientated curriculum and the other, an interdisciplinary curriculum in the entry semester of first year. The Science Students Skills Inventory asked students (n = 613) in first and final years to rate their perceptions of the importance of developing graduate learning outcomes within the programme; how much they improved their graduate learning outcomes throughout their undergraduate science programme; how much they saw learning outcomes included in the programme; and how confident they were about their learning outcomes. A framework of progressive curriculum development was adopted to interpret results. Students in the discipline-oriented degree programme reported higher perceptions of scientific content knowledge and ethical thinking while students from the interdisciplinary curriculum indicated higher perceptions of oral communication and teamwork. Implications for curriculum development include ensuring progressive development from first to third years, a need for enhanced focus on scientific ethics, and career opportunities from first year onwards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01