Conceptions of Biology and Approaches to Learning of First Year Biology Students: Introducing a Technique for Tracking Changes in Learner Profiles over Time

Autor/inn/en	Quinnell, Rosanne; May, Elizabeth; Peat, Mary
Titel	Conceptions of Biology and Approaches to Learning of First Year Biology Students: Introducing a Technique for Tracking Changes in Learner Profiles over Time
Quelle	In: International Journal of Science Education, 34 (2012) 7, S.1053-1074 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2011.582653
Schlagwörter	Profiles; Curriculum Development; Biology; Learning Strategies; Migration Patterns; Multivariate Analysis; Grouping (Instructional Purposes); Science Instruction; Science Education; Higher Education; College Students; College Science; Surveys; Outcomes of Education; Mathematics; Mathematics Instruction; Mathematics Education; Foreign Countries; Scores; Australia + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Biologie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Multivariate Analyse; Grouping; Gruppenbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Survey; Umfrage; Befragung; Lernleistung; Schulerfolg; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Ausland; Australien
Abstract	We surveyed first year students at the start and at the end of their first semester of university biology (n = 285) as to their approaches to study ("surface", "deep") and their conceptions of biology ("fragmented", "cohesive"). Hierarchical cluster analysis was used to group students who responded similarly to the survey; this resolved four Learner Profiles based on specific combinations of approach to study and conception of biology. By comparing cluster membership at the start and end of the semester we could assess whether students (1) maintained their incoming approach to study and conception of the discipline of biology, i.e. their "Learner Profile" and (2) whether certain Learner Profiles were more persistent than others. Approximately half the student cohort did not alter their approach to study or conceptions of biology by semester's end. Students in the "disengaged" profile, i.e. who returned mostly negative responses to survey items, appeared the most resistant to changing their Learner Profile; while the greatest migration occurred towards less than desirable learning strategies (particularly to the "disengaged" profile). We were able to confirm the significant migration patterns by assessing the heterogeneity of each cluster at the start of semester clusters with respect to the students' approaches and conceptions at the end of semester. Thus we present a process to accurately track Learner Profile changes that may tell us more about how we can enhance students' learning and provide a means by which to gather the empirical data to support decisions relating to curriculum change. (Contains 7 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10