Developing Students' Scientific Literacy through an E-Portfolio Project at a Community College Gateway Science Course

Autor/inn/en	Gertner, Daniel; Xu, Na; Porter-Morgan, Holly; Brashears, Jacqueline
Titel	Developing Students' Scientific Literacy through an E-Portfolio Project at a Community College Gateway Science Course
Quelle	In: Journal of Biological Education, 57 (2023) 1, S.129-144 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brashears, Jacqueline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.1877782
Schlagwörter	Community College Students; Scientific Literacy; Portfolios (Background Materials); Electronic Publishing; Technology Uses in Education; Educational Technology; Science Instruction; College Science; Urban Schools; Biology; Vocabulary + Suchen Sie Ihr Suchwort? Community college; Community colleges; College students; Community College; Collegestudent; Elektronisches Publizieren; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Biologie; Wortschatz
Abstract	Gateway science courses are an ongoing obstacle to recruitment into STEM (Science, Technology, Engineering, and Mathematics) fields, in part due to the large gains in vocabulary that are fundamental to scientific literacy. Students also struggle to achieve the technological literacy necessary for a STEM career. We implemented an ePortfolio-based project in 12 sections of General Biology I (n = 164) at an urban community college. This project was designed to aid students at integrating general biology vocabulary around a central topic -- an organism of their choice -- while also increasing their facility in using ePortfolio. We assessed the effectiveness of the project using a set of 17 survey questions, 12 of which were also delivered to control sections. Students responded positively to the project, and the project was effective at increasing scientific literacy and understanding of the technological platform. However, the project did not help students make gains in technological literacy. This project demonstrates that integrating general course-specific vocabulary around a central topic may be useful in helping students succeed in gateway STEM courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01