Literaturnachweis - Detailanzeige
| Autor/inn/en | Shaulskiy, Stephanie; Jolley, Alison; O'Connell, Kari |
|---|---|
| Titel | Understanding the Benefits of Residential Field Courses: The Importance of Class Learning Goal Orientation and Class Belonging |
| Quelle | In: CBE - Life Sciences Education, 21 (2022) 3, Artikel 40 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Undergraduate Students; Science Instruction; Goal Orientation; Sense of Community; Student Attitudes; Student Motivation; Scientific Literacy; Field Instruction; Courses |
| Abstract | While previous literature finds many benefits to participation in undergraduate field courses, the mechanisms for how these benefits develop is still unknown. This study explores these mechanisms and any unique benefits of field courses by examining results from pre and post surveys about scientific literacy, future science plans, and motivation and belonging for undergraduate students who took courses in one field station setting (n = 249) and one traditional on-campus setting (n = 118). We found positive associations between the field station setting and scientific literacy as well as future science plans. In addition, this study finds support for the serial and multiple mediation of class learning goal orientation and class belonging in explaining the relationships between the field station setting and scientific literacy as well as future science plans. The results of this study have implications for enhancing field course design and increasing access and inclusion. (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: https://www.lifescied.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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