The Impact of Semester-Long Authentic Research on Student Experiences

Autor/inn/en	Fornsaglio, Jamie L.; Sheffler, Zachary; Hull, David C.; Bobak, Angela
Titel	The Impact of Semester-Long Authentic Research on Student Experiences
Quelle	In: Journal of Biological Education, 55 (2021) 1, S.2-16 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fornsaglio, Jamie L.) ORCID (Sheffler, Zachary) ORCID (Bobak, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2019.1643759
Schlagwörter	STEM Education; Inquiry; College Students; Cooperative Learning; Interdisciplinary Approach; Biology; Biochemistry; Mathematics; Comprehension; Skill Development; Student Attitudes; Scientific Concepts; Concept Formation; Academic Achievement; Active Learning; Cytology; Science Laboratories; Thinking Skills; College Science; Grade Point Average + Suchen Sie Ihr Suchwort? STEM; Collegestudent; Kooperatives Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Biologie; Biochemie; Mathematik; Verstehen; Verständnis; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Concept learning; Begriffsbildung; Schulleistung; Aktives Lernen; Zytologie; Denkfähigkeit
Abstract	Contemporary research suggests an urgent need for educators to improve the quality of STEM teaching and learning. We developed a semester-long model curriculum for STEM teaching and learning. The overarching goal of this study was to establish an authentic inquiry approach to advanced laboratory courses that is interdisciplinary, collaborative, and utilizes algorithm-generated student grouping strategies. We assessed the effects of the model curriculum on student understanding of scientific concepts and processes, perceptions of their learning, and attitudes toward science and research. Students in a biology laboratory course collaborated with students in biochemistry and mathematics courses. The differences between pre- and post-Participant Perception Indicator (PPI) survey responses (relative to the baseline semester) indicated that, when paired with similarly-performing students, higher-performing students are more likely to report improvements in "understanding," "skills," "integration of learning," and "meeting learning objectives." Mid-level performing students report significant improvements in "understanding," "attitudes," "integration of learning," and "meeting learning objectives." Lower-level performing students report regressions. Performance quiz data reveal improvements in understanding of scientific concepts following the implementation of our model curriculum. Our findings warrant future studies on the relationships among grouping, student perceptions, and academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01