scholarly journals Students' Studying and Approaches to Learning in Introductory Biology

2004 ◽  
Vol 3 (4) ◽  
pp. 253-262 ◽  
Author(s):  
Debra Tomanek ◽  
Lisa Montplaisir
Keyword(s):  
Cell Division ◽  
Postsecondary Education ◽  
Approaches To Learning ◽  
Biology Education ◽  
Study Strategies ◽  
Introductory Biology ◽  
Education Literature ◽  
Learning Tasks ◽  
Student Approaches To Learning ◽  
K 12

This exploratory study was conducted in an introductory biology course to determine 1) how students used the large lecture environment to create their own learning tasks during studying and 2) whether meaningful learning resulted from the students' efforts. Academic task research from the K-12 education literature and student approaches to learning research from the postsecondary education literature provided the theoretical framework for the mixed methods study. The subject topic was cell division. Findings showed that students 1) valued lectures to develop what they believed to be their own understanding of the topic; 2) deliberately created and engaged in learning tasks for themselves only in preparation for the unit exam; 3) used course resources, cognitive operations, and study strategies that were compatible with surface and strategic, rather than deep, approaches to learning; 4) successfully demonstrated competence in answering familiar test questions aligned with their surface and strategic approaches to studying and learning; and 5) demonstrated limited meaningful understanding of the significance of cell division processes. Implications for introductory biology education are discussed.

scholarly journals How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

2017 ◽  
Vol 16 (2) ◽  
pp. ar30 ◽  
Author(s):  
Amanda J. Sebesta ◽  
Elena Bray Speth
Keyword(s):  
Learning Strategies ◽  
Study Strategies ◽  
Learning Goals ◽  
Introductory Biology ◽  
Pedagogical Tools ◽  
Science Courses ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Introductory Biology Course ◽  
Cognitive And Metacognitive Strategies

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, “expert” learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students’ lifelong learning skills.

scholarly journals Disproportionality Among Postsecondary Students Seeking Evaluation to Document Disabilities

2011 ◽  
Vol 31 (2) ◽  
Author(s):  
Amanda Pellegrino ◽  
Beverly Sermons ◽  
George Shaver
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Psychological Disorders ◽  
Postsecondary Enrollment ◽  
Hyperactivity Disorder ◽  
Service Programs ◽  
American Students ◽  
Race Ethnicity ◽  
K 12 ◽  
National Trends

<p>The race/ethnicity disproportionality in identification of special education disability classifications in K-12 education and psychological disorders in the general population has been explored for many years. Other disproportionality trends exist in postsecondary enrollment. However, there is little exploration of the convergence of these phenomena and the representation of students with disabilities in postsecondary education disability service programs. Longitudinal data collected at an evaluation center serving thirteen colleges and universities in Georgia indicate that African-American students are significantly underrepresented in seeking documentation to receive accommodations for disabilities such as learning disabilities, Attention Deficit/Hyperactivity Disorder, and psychological disorders. This trend appears to contradict national trends of proportional representation of reporting disabilities among race/ethnicity groups at postsecondary institutions.</p>

scholarly journals Evaluating the Outcomes of a Peer-Mentoring Program for Students Transitioning to Postsecondary Education

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Lori Goff
Keyword(s):  
Data Analysis ◽  
Postsecondary Education ◽  
Peer Mentoring ◽  
Mentoring Program ◽  
Introductory Biology ◽  
First Semester ◽  
Program Selection ◽  
Survey Participation ◽  
Introductory Biology Course ◽  
Oriented Approach

A peer-mentoring program was developed for students in an introductory biology course at a university in Ontario, Canada. Students could attend up to five peer-mentoring sessions during their first semester. Quantitative-survey, participation, and academic data spanning from 2003 through 2007 were reviewed for the purpose of evaluating the program. An objectives-oriented approach was used to determine if the program was meeting its goals to improve students’ introductory biology grades, facilitate transitioning experiences, and encourage students to pursue studies in biology. Data analysis revealed that students who participated in the program felt that it was a valuable experience. Students attending three or more sessions performed significantly better in their introductory biology courses, measured by final grades achieved, than those attending fewer sessions. There were no indications that the peer-mentoring program had any impact on students’ perceptions of transitioning to university or on their program selection preferences. Recommendations are made to improve the peer-mentoring program to better align its components and objectives. Un programme de mentorat par les pairs destiné aux étudiants qui suivent un cours d'introduction à la biologie a été implanter dans un université situé dans la province de l’Ontario. Les étudiants avaient accès à cinq séances de mentorat par les pairs au cours du premier semestre. Afin d’évaluer le programme, les chercheurs ont effectué des sondages quantitatifs, examiné la participation et les notes des étudiants entre 2003 et 2007. Ils ont utilisé une méthode axée sur les objectifs afin de déterminer si le programme atteignait ses objectifs qui consistaient à améliorer les notes des étudiants au cours d’introduction à la biologie, à faciliter leur transition et à les encourager à poursuivre des études en biologie. L'analyse des données révèle que les étudiants qui ont participé au programme de mentorat, l’ont trouvé utile. Les notes des étudiants qui ont participé à trois ou quatre séances étaient considérablement plus élevées que celles de ceux qui ont assisté à moins de séances. Rien n’indique que le programme de mentorat par les pairs influe sur la perception des étudiants en ce qui a trait à la transition vers l’université ni sur leurs préférences en matière de choix de programmes. Les chercheurs recommandent d’améliorer le programme de mentorat afin de mieux harmoniser ses composantes et ses objectifs.

scholarly journals Modelo explicativo del efecto de los enfoques de aprendizaje sobre el rendimiento y el papel modulador de la dedicación temporal

2014 ◽  
Vol 32 (2) ◽  
pp. 447-462 ◽  
Author(s):  
Mercedes López-Aguado ◽  
Lourdes Gutiérrez-Provecho
Keyword(s):  
Longitudinal Study ◽  
Approaches To Learning ◽  
Deep Approach ◽  
Surface Approach ◽  
Learning Tasks ◽  
Factor Study ◽  
Study Process ◽  
Quality Learning ◽  
Estudiantes Universitarios

La investigación previa pone de manifiesto cierta influencia de los enfoques de aprendizaje sobre el rendimiento, asociándose generalmente el enfoque profundo a aprendizajes de mayor calidad y el superficial a menores rendimientos. El objetivo de este estudio es profundizar en los mecanismos que intervienen en esta relación, analizando el papel modulador del tiempo de dedicación. Participan en un diseño de encuesta longitudinal de 15 semanas de duración 187 estudiantes universitarios. Los datos sobre los enfoques se recogen con el R-SPQ-2F en su versión española. Los resultados del análisis path confirman que los enfoques de aprendizaje influyen sobre el rendimiento. El enfoque superficial produce un efecto directo asociado a peores resultados y ambos influyen indirectamente a través de su efecto sobre los tiempos de dedicación. Se discute la importancia de estos resultados y la necesidad de seguir ahondando en las variables que modulan esta relación. Previous research has shown the influence of approaches to learning on performance, with a deep approach generally associated with higher quality learning, and a surface approach with lower levels of performance. The aim of this study was to investigate the mechanisms involved in this relationship by studying the modulating role of time spent on learning tasks. A longitudinal study with a survey format lasting fifteen weeks was carried out. 187 university students took part in the study. The data on approaches were gathered with the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) in Spanish. The results from path analysis confirmed that approaches to learning do influence performance. A surface approach yields a direct effect that is linked to worse results. This paper discusses the relevance of these results and the need for further research on the variables that may influence this relationship.

A Mixed Methods Study of K–12 Influences on College Participation for Students With Disabilities

2020 ◽  
Vol 43 (2) ◽  
pp. 101-114
Author(s):  
Elisabeth L. Kutscher ◽  
Elizabeth D. Tuckwiller
Keyword(s):  
Mixed Methods ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Mixed Methods Research ◽  
Multiple Correspondence Analysis ◽  
College Participation ◽  
Quantitative Results ◽  
Education Participation ◽  
Transformative Mixed Methods ◽  
K 12

This study investigated K–12 experiences individuals with disabilities perceived as influencing their transition to and participation in postsecondary education. Using a convergent transformative mixed methods research design, the study integrated findings from interviews and surveys ( n = 13) using multiple correspondence analysis. Qualitative analyses yielded eight K–12 facilitators of postsecondary education participation. Quantitative results showed participants reported access to at least one previously identified high school predictor, high levels of self-determination, and neutral identification with a disability community. Finally, integrated findings revealed that endorsement of facilitators was associated with experiencing a challenging transition to postsecondary education. Research and practice implications are discussed.

College Admissions in the United States

Education ◽  
2013 ◽  
Author(s):  
Patricia McDonough ◽  
Shannon Calderone
Keyword(s):  
Postsecondary Education ◽  
College Admissions ◽  
Educational Aspirations ◽  
The United States ◽  
Strategic Decision ◽  
College Going ◽  
Status Mobility ◽  
And Gender ◽  
K 12 ◽  
Admissions Process

By the simplest of definitions, college admissions represents a process of entry leading to enrollment in some form of postsecondary education—a process that ensures an institution is identified, paperwork is completed, qualifications are confirmed, and the student chooses an institution in which to enroll. This definitional simplicity, however, belies the complex and highly contestable nature of the college admissions process and the role it plays in ongoing debates over social status mobility, merit, and the equitable nature of K–12 schooling opportunities. How college admissions has evolved into a touchstone for such heady debate is in large part the result of a confluence of factors: a well-established correlation between a college degree and lifetime income earnings, a dramatic increase over the past fifty years in the number of students who both aspire and ultimately enroll in some form of postsecondary education, and a desire by colleges to gain greater market advantage through improving their comparative standing, which relies heavily on admissions selectivity, reputation, and alumni giving as well as success in the job market. These demographic and economic shifts have resulted in similar shifts in public sentiment over the value of higher education to future life chances and the conversion of a four-year degree to income earnings over the lifespan. A great body of research has provided insight into the macro- and micro-level forces that mediate postsecondary opportunity. The brief essays and citation lists provided in this article capture some of this complexity by conceptualizing the college admissions process as a field of activity that, as educational researchers have so often argued, contributes to a form of social sorting vis-à-vis the interactions of institutions, individuals, and marketplace forces. This article begins by suggesting that the college admissions process is best characterized as a series of choices related to college going as mediated by race, class, and gender. Also considered in this discussion is the influence of K–12 settings on sustaining (and derailing) educational aspirations. Highlighted research also focuses on the influence of outreach and families on individual college aspirations, institutional strategic decision making that drives the admissions marketplace, as well as the often confounding ways in which business and public policy interests test the standards of fairness via special admissions considerations. Finally, this article offers some key resource options for further study on college admissions and related topics.

scholarly journals Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction

2019 ◽  
Vol 18 (4) ◽  
pp. es5 ◽  
Author(s):  
Emily E. Scott ◽  
Mary Pat Wenderoth ◽  
Jennifer H. Doherty
Keyword(s):  
Biology Education ◽  
Student Thinking ◽  
Learning Progressions ◽  
Introductory Biology ◽  
Educational Tools ◽  
Undergraduate Biology ◽  
Learner Centered ◽  
Core Concepts ◽  
Key Topics ◽  
Biology Instruction

Vision and Change challenged biology instructors to develop evidence-based instructional approaches that were grounded in the core concepts and competencies of biology. This call for reform provides an opportunity for new educational tools to be incorporated into biology education. In this essay, we advocate for learning progressions as one such educational tool. First, we address what learning progressions are and how they leverage research from the cognitive and learning sciences to inform instructional practices. Next, we use a published learning progression about carbon cycling to illustrate how learning progressions describe the maturation of student thinking about a key topic. Then, we discuss how learning progressions can inform undergraduate biology instruction, citing three particular learning progressions that could guide instruction about a number of key topics taught in introductory biology courses. Finally, we describe some challenges associated with learning progressions in undergraduate biology and some recommendations for how to address these challenges.

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