scholarly journals Validity of the physics affective characteristics scale for Flemish pharmacy and biology majors

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Almer Gungor ◽  
Mieke De Cock
Keyword(s):  
Affective Characteristics ◽  
Biology Majors

scholarly journals A Comparison of Nonmajors' & Majors' Incoming Science Process Skills

2019 ◽  
Vol 81 (8) ◽  
pp. 554-560
Author(s):  
Sadie Hebert ◽  
Sehoya Cotner
Keyword(s):  
Scientific Inquiry ◽  
Biology Education ◽  
Assessment Instrument ◽  
Science Identity ◽  
Process Skills ◽  
Research Experiences ◽  
Science Process Skills ◽  
Undergraduate Biology ◽  
Affective Characteristics ◽  
Biology Majors

Recommendations for undergraduate biology education include integration of research experiences into the curriculum, regardless of major. While non-biology majors and biology majors differ in affective characteristics, it is not clear if they differ in their incoming science process skills. We created a scenario-based assessment instrument – designed to gauge science process skills – that was accessible to nonmajors and majors. We evaluated nonmajors' and majors' open-ended responses using a rubric. We also assessed students' science identity, confidence, and attitudes with a pre-course survey. While affective differences between the populations are evident, we did not detect meaningful differences in science competency. These findings indicate that nonmajors and majors are skilled in the process of science and have the ability to engage in meaningful scientific inquiry, confirming our hypothesis that, in supporting a scientifically literate citizenry, educators must emphasize teaching strategies that target affective differences between nonmajors and majors.

Cognitive-Affective Characteristics of Smokers With and Without PTSD and Panic Psychopathology

2008 ◽  
Author(s):  
Anka Vujanovic ◽  
Erin Marshall ◽  
Amanda Kutz ◽  
Sarah Nelson ◽  
Michael Zvolensky
Keyword(s):  
Affective Characteristics

scholarly journals Tales From the Front Lines: The Creative Essay as a Tool for Teaching Genetics

Genetics ◽  
1999 ◽  
Vol 152 (3) ◽  
pp. 1229-1240
Author(s):  
Kara E Koehler ◽  
R Scott Hawley
Keyword(s):  
Human Genetics ◽  
College Level ◽  
Human Beings ◽  
Literature Reviews ◽  
Grant Proposals ◽  
Scientific Accuracy ◽  
Advanced Courses ◽  
Biology Majors

Abstract In contrast to the more typical mock grant proposals or literature reviews, we describe the use of the creative essay as a novel tool for teaching human genetics at the college level. This method has worked well for both nonmajor and advanced courses for biology majors. The 10- to 15-page essay is written in storylike form and represents a student's response to the choice of 6–8 scenarios describing human beings coping with various genetic dilemmas. We have found this tool to be invaluable both in developing students' ability to express genetic concepts in lay terms and in promoting student awareness of genetic issues outside of the classroom. Examples from student essays are presented to illustrate these points, and guidelines are suggested regarding instructor expectations of student creativity and scientific accuracy. Methods of grading this assignment are also discussed.

scholarly journals Investigating Novice and Expert Conceptions of Genetically Modified Organisms

2017 ◽  
Vol 16 (3) ◽  
pp. ar52 ◽  
Author(s):  
Lisa M. Potter ◽  
Sarah A. Bissonnette ◽  
Jonathan D. Knight ◽  
Kimberly D. Tanner
Keyword(s):  
Genetic Modification ◽  
Real World ◽  
Genetically Modified Organisms ◽  
Assessment Tool ◽  
Genetically Modified ◽  
Biology Education ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Molecular Behavior ◽  
Biology Majors

The aspiration of biology education is to give students tools to apply knowledge learned in the classroom to everyday life. Genetic modification is a real-world biological concept that relies on an in-depth understanding of the molecular behavior of DNA and proteins. This study investigated undergraduate biology students’ conceptions of genetically modified organisms (GMOs) when probed with real-world, molecular and cellular, and essentialist cues, and how those conceptions compared across biology expertise. We developed a novel written assessment tool and administered it to 120 non–biology majors, 154 entering biology majors, 120 advanced biology majors (ABM), and nine biology faculty. Results indicated that undergraduate biology majors rarely included molecular and cellular rationales in their initial explanations of GMOs. Despite ABM demonstrating that they have much of the biology knowledge necessary to understand genetic modification, they did not appear to apply this knowledge to explaining GMOs. Further, this study showed that all undergraduate student populations exhibited evidence of essentialist thinking while explaining GMOs, regardless of their level of biology training. Finally, our results suggest an association between scientifically accurate ideas and the application of molecular and cellular rationales, as well as an association between misconceptions and essentialist rationales.

scholarly journals Development and Evaluation of an Electronic Guide for Introductory Microbiology Skills

2005 ◽  
Vol 6 (1) ◽  
pp. 28-35
Author(s):  
ALICE WRIGHT ◽  
ETHELYNDA E. HARDING
Keyword(s):  
Student Learning ◽  
Effective Learning ◽  
Written Examination ◽  
Lower Division ◽  
Assessment Of Student Learning ◽  
Upper Level ◽  
Poster Presentations ◽  
Enhance Student Learning ◽  
Biology Majors

To increase the quality of instruction, enhance student learning, and decrease laboratory time spent on laboratory safety, basic skills, and the use of equipment, we developed the Micro eGuide website. We compared the performance of students who used the Micro eGuide to students provided more traditional instruction in both an upper-level introductory microbiology course for biology majors and in a lower-division introductory microbiology course for nonmajors. Assessment of student learning included written pretests and posttests, practical testing of laboratory skills, and for the major’s class, a review of poster presentations of independent projects. Students who used the Micro eGuide showed a statistically significant increase in performance on written examination in the introductory microbiology courses for both biology majors and nonmajors. Use of the Micro eGuide in the sophomore-level course for nonbiology majors resulted in a statistically significant improvement in laboratory skills. Though the increase in laboratory skills in the majors courses was not statistically significant, instructors were able to use the site as an effective learning source and decrease the time spent in class on topics covered in the Micro eGuide. While the number of student independent research projects was too small for statistical analysis on the quality of the poster presentations, the improvement in student attitude and the increase in the diversity in topics selected suggests that students using the Micro eGuide had increased comfort with microbiology and increased interest in exploring microbiology.

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