Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience

Autor/inn/en	Esparza, David; Wagler, Amy E.; Olimpo, Jeffrey T.
Titel	Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience
Quelle	In: CBE - Life Sciences Education, 19 (2020) 1, Artikel 10 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.19-04-0082
Schlagwörter	Student Research; Undergraduate Students; Student Motivation; Self Concept; Self Efficacy; Introductory Courses; Student Behavior; Teacher Behavior; Behavior Patterns; Molecular Biology; Teaching Assistants; STEM Education; Interaction; Science Laboratories; Texas (El Paso) + Suchen Sie Ihr Suchwort? Studentenforschung; Schulische Motivation; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Einführungskurs; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Molekularbiologie; STEM; Interaktion
Abstract	Course-based undergraduate research experiences (CUREs) serve to increase student access to authentic scientific opportunities. Current evidence within the literature indicates that engagement in CUREs promotes students' science identity development, science self-efficacy, motivation, and ability to "think like a scientist." Despite the importance of these findings, few studies have examined the behaviors and interactions occurring within CURE and non-CURE settings and the impact of those behaviors on said student outcomes. To address these concerns, we conducted a mixed-methods study to explore student and instructor behaviors in four CURE and four non-CURE introductory biology laboratory sections. Representative video data were collected in each section and coded using the Laboratory Observation Protocol for Undergraduate STEM. In addition, pre/postsemester affective survey data were obtained from CURE and non-CURE participants. Results indicated that CURE students and instructors engaged in more interactive behaviors (e.g., one-on-one dialogue, questioning) than their non-CURE counterparts, a finding confirmed by analyzing behavioral patterns via construction of partial correlation networks. Multiple regression analyses further revealed that both student and instructor interactive behaviors and enrollment in a CURE were strong predictors of pre/postsemester shifts in student motivation, science identity development, collaboration, and perceived opportunities to make relevant scientific discoveries. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01