Results of a questionnaire on the acceptance of a general biochemistry course by first-year life-science students

1986 ◽  
Vol 14 (2) ◽  
pp. 462-462
Author(s):  
E. J. WOOD
Keyword(s):  
Life Science ◽  
First Year ◽  
Science Students

FIRST YEAR LIFE SCIENCE STUDENTS DEEP LEARNING APPROACH: A PRELIMINARY REPORT

2018 ◽  
Author(s):  
Miguel Leiva-Brondo ◽  
Jaime Cebolla-Cornejo ◽  
Rosa Peiró ◽  
Ana María Pérez-de-Castro
Keyword(s):  
Deep Learning ◽  
Preliminary Report ◽  
Life Science ◽  
First Year ◽  
Learning Approach ◽  
Science Students

scholarly journals COMPARISON STUDENT LEARNING APPROACH OF FIRST YEAR LIFE SCIENCE STUDENTS

2020 ◽  
Author(s):  
Miguel Leiva-Brondo ◽  
Jaime Cebolla-Cornejo ◽  
Rosa Peiró ◽  
Ana María Pérez-de-Castro
Keyword(s):  
Student Learning ◽  
Life Science ◽  
First Year ◽  
Learning Approach ◽  
Science Students

scholarly journals First-Year Life Science Students’ Understanding of the Role of Plants in the Ecosystem—A Concept Network Analysis

2021 ◽  
Vol 11 (8) ◽  
pp. 369
Author(s):  
Ilona Södervik ◽  
Maija Nousiainen ◽  
Ismo. T. Koponen
Keyword(s):  
Network Analysis ◽  
Life Science ◽  
First Year ◽  
Analysis Tool ◽  
Science Students ◽  
Analysis Method ◽  
Language Of Science ◽  
University Life ◽  
Verbal Problem

The purpose of this study is to increase the understanding about undergraduate life science students’ conceptions concerning the role of photosynthesizing plants in the ecosystem, utilizing a network analysis method. Science learning requires the integration and linking of abstract and often counterintuitive concepts successfully into multifaceted networks. The quality of these networks, together with their abilities to communicate via the language of science, influences students’ success in academic, verbal problem-solving tasks. This study contributes to investigating students’ understanding, utilizing a modern network analysis method in exploring first-year university life science students’ written answers. In this study, a total of 150 first-year life science students answered two open-ended tasks related to the role of photosynthesizing plants in the ecosystem. A network analysis tool was used in exploring the occurrence of different-level science concepts and the interrelatedness between these concepts in students’ verbal outputs. The results showed that the richness of concept networks and students’ use of macro-concepts were remarkably varied between the tasks. Higher communicability measures were connected to the more abundant existence of macro-concepts in the task concerning the role of plants from the food-chain perspective. In the answers for the task concerning the role of plants regarding the atmosphere, the students operated mainly with single facts, and there were only minor interconnections made between the central concepts. On the basis of these results, the need for more all-encompassing biology teaching concerning complex environmental and socio-economic problems became evident. Thus, methodological and pedagogical contributions are discussed.

scholarly journals Performance in grade 12 mathematics and science predicts student nurses’ performance in first year science modules at a university in the Western Cape

Curationis ◽  
2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Katlego D.T. Mthimunye ◽  
Felicity M. Daniels
Keyword(s):  
South Africa ◽  
Academic Performance ◽  
Predictive Validity ◽  
Life Science ◽  
Student Nurses ◽  
First Year ◽  
Western Cape ◽  
Cross Sectional ◽  
Mathematics And Science ◽  
First Year Student

Background: The demand for highly qualified and skilled nurses is increasing in South Africa as well as around the world. Having a background in science can create a significant advantage for students wishing to enrol for an undergraduate nursing qualification because nursing as profession is grounded in scientific evidence.Aim: The aim of this study was to investigate the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules.Method: A quantitative research method using a cross-sectional predictive design was employed in this study. The participants included first year Bachelor of Nursing students enrolled at a university in the Western Cape, South Africa. Descriptive and inferential statistics were performed to analyse the data by using the IBM Statistical Package for Social Sciences versions 24. Descriptive analysis of all variables was performed as well as the Spearman’s rank correlation test to describe the relationship among the study variables. Standard multiple linear regressions analysis was performed to determine the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules.Results: The results of this study showed that grade 12 physical science is not a significant predictor (p > 0.062) of performance in first year science modules. The multiple linear regression revealed that grade 12 mathematics and life science grades explained 37.1% to 38.1% (R2 = 0.381 and adj R2 = 0.371) of the variation in the first year science grade distributions.Conclusion: Based on the results of the study it is evident that performance in grade 12 mathematics (β = 2.997) and life science (β = 3.175) subjects is a significant predictor (p < 0.001) of the performance in first year science modules for student nurses at the university identified for this study.

scholarly journals On a Calculus-based Statistics Course for Life Science Students

2010 ◽  
Vol 9 (3) ◽  
pp. 298-310 ◽  
Author(s):  
Joseph C. Watkins
Keyword(s):  
Life Science ◽  
Science Students ◽  
Scientific Background ◽  
Statistics Course

The choice of pedagogy in statistics should take advantage of the quantitative capabilities and scientific background of the students. In this article, we propose a model for a statistics course that assumes student competency in calculus and a broadening knowledge in biology. We illustrate our methods and practices through examples from the curriculum.

scholarly journals Developing science students’ metacognitive problem solving skills online

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Rowan W. Hollingworth ◽  
Catherine McLoughlin
Keyword(s):  
Problem Solving ◽  
New England ◽  
Design Guidelines ◽  
First Year ◽  
Online Environment ◽  
Metacognitive Skills ◽  
Science Students ◽  
Problem Solving Skills ◽  
Structured Problems ◽  
Reflective Skills

<span>Technology is increasingly being harnessed to improve the quality of learning in science subjects at university level. This article sets out, by incorporating notions drawn from constructivist and adult learning theory, a foundation for the design of an online environment for the acquisition of metacognitive problem solving skills. The capacity to solve problems is one of the generic skills now being promoted at tertiary level, yet for many learners problem-solving remains a difficulty. In addition, there are few instances of instructional design guidelines for developing learning environments to support the metacognitive skills for effective problem solving. In order to foster the processes of metacognitive skills explicitly in first year science students, we investigated areas where cognitive support was needed. The aim was to strengthen the metacognitive and reflective skills of students to assist them in adopting strategies and reflective processes that enabled them to define, plan and self monitor their thinking during problem solving. In tertiary science, both well-structured and ill-structured problems are encountered by students, thus a repertoire of skills must be fostered. A model for supporting metacognitive skills for problem solving is presented in the context of an online environment being developed at the University of New England.</span>

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