scholarly journals The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology

2011 ◽  
Vol 10 (3) ◽  
pp. 268-278 ◽  
Author(s):  
Katharine Semsar ◽  
Jennifer K. Knight ◽  
Gülnur Birol ◽  
Michelle K. Smith
Keyword(s):  
Problem Solving ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Introductory Physics ◽  
Student Responses ◽  
Learning Attitudes ◽  
Attitudes About Science ◽  
Problem Solving Strategies ◽  
Biology Courses ◽  
Consensus Expert

This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology.

scholarly journals A Comparison between Public School Teachers and Remedial Class Teachers’ Attitude toward Physics Learning

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Yubin Xu ◽  
Zixin Xiao ◽  
Guangtian Zhu
Keyword(s):  
Public Schools ◽  
Problem Solving ◽  
East Asian ◽  
Public School Teachers ◽  
Asian Countries ◽  
School Teachers ◽  
Physics Learning ◽  
Physics Teachers ◽  
Learning Attitudes ◽  
Attitudes About Science

Many students in east-Asian countries study physics in not only public schools but also remedial classes. We survey 42 school teachers and 41 remedial class teachers with the Colorado Learning Attitudes about Science Survey (CLASS). In this paper, we discuss the CLASS results from the two types of physics teachers. We also demonstrate the possible factors that attribute to the school teachers and remedial class teachers’ significant different attitudes toward problem-solving confidence.

scholarly journals Analyzing novices' fun and programming behaviours while playing a serious blocks-based game

2021 ◽  
Vol 29 ◽  
pp. 1337-1355
Author(s):  
Adilson Vahldick ◽  
Maria José Marcelino ◽  
António José Mendes
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Middle Schools ◽  
Undergraduate Students ◽  
Perceived Learning ◽  
Trial And Error ◽  
Knowledge And Skills ◽  
Problem Solving Strategies ◽  
Programming Knowledge ◽  
High Level

Blocks-based environments have been used to promote programming learning mostly in elementary and middle schools. In many countries, isolated initiatives have been launched to promote programming learning among children, but until now there is no evidence of widespread use of this type of environment in Brazil and Portugal. Consequently, it is common that many students reach higher education with little or no programming knowledge and skills. NoBug’s SnackBar is a game designed to help promote programming learning. This study examined students' behavior and attitudes when playing the game on their initiative. It used a sample of 33 undergraduate students enrolled in an introductory programming course. The variables studied were students' performance and engagement, satisfaction, and problem-solving strategies. The main findings were (1) better performing students had a high level of perceived learning, (2) all the students had similar perceptions about their fun while playing, (3) the leader board was the most used game element not directly related to learning and (4) the top-ranked students access previous solutions to help them solve a new mission, while the others often use a trial-and-error approach.

scholarly journals Interpreting Students' Experiences with Academic Disappointments Using Resourcefulness Scores as a Lens

2019 ◽  
Vol 7 (2) ◽  
pp. 136-153
Author(s):  
Rebecca D Martin ◽  
Deborah J Kennett
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Attributional Style ◽  
Lived Experiences ◽  
Data Driven ◽  
Learned Resourcefulness ◽  
Postsecondary Students ◽  
Problem Solving Strategies ◽  
The Continuum

Most postsecondary students have to deal with academic disappointments at some point in time, with many of them succumbing to their anxieties and failing to learn from these lived experiences. Our study aimed to understand the “why and how” disappointments unfolded in a sample of 20 undergraduate students, using a design whereby interview text was concurrently analyzed across the continuum of learned resourcefulness in conjunction with an inductive, data-driven coding, and theme generation perspective. Reasons for attending university, attributional style, coping and learning, and perceptions of others markedly differed for high- and low- resourcefulness scorers. Whereas high-resourceful scorers used academic disappointments as a motivator to engage in more effort and problem-solving strategies, low scorers ruminated and tried to forget about them. Suggestions are provided on ways to effectively help students become more resourceful and in control of their studies.

Student Responses to Impromptu Estimation Questions

1996 ◽  
Author(s):  
Benjamin Linder ◽  
Woodie Flowers
Keyword(s):  
Problem Solving ◽  
Detailed Analysis ◽  
Undergraduate Students ◽  
Problem Solving Skills ◽  
Student Responses

Abstract Undergraduate students were asked to give rough estimates for basic engineering quantities associated with common engineering artifacts. Their responses to two such estimation questions are presented and discussed. Examples are drawn from the responses to illustrate the extreme difficulty students had performing estimates and using engineering fundamentals in impromptu situations. We propose a shift from engineering pedagogy’s focus on detailed analysis to a focus on estimation to improve students’ overall problem-solving skills.

The Contribution of Sexual Identity Towards the Students’ Perception of Lesbian, Gay, Bisexual, and Transgender

10.32698/0642 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 120
Author(s):  
Wiwi Delfita ◽  
Neviyarni S. ◽  
Riska Ahmad
Keyword(s):  
Regression Analysis ◽  
Linear Regression ◽  
Sexual Identity ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Simple Linear Regression ◽  
Simple Linear Regression Analysis ◽  
Bisexual And Transgender

Some students perceive lesbian, gay, bisexual, and transgender (LGBT) positively, even though LGBT is a sexual deviation that is not appropriate with values and norms. There are several factors that influence an individual's perception of LGBT, including sexual identity. This study aims at looking at the contribution of sexual identity to student perceptions about LGBT. This research used a quantitative approach with a descriptive method and a simple linear regression analysis. The sample of this research was 385 taken from 15.752 undergraduate students of Universitas Negeri Padang which the sample was drawn by using the Slovin formula and continued with a Proportional Random Sampling technique. The instrument used was the Guttman model's sexual identity scale and the scale of students' perceptions of the LGBT Likert model. After analyzing the data with the descriptive technique and the simple linear regression analysis, the results showed that sexual identity significantly contributed to the students' perceptions of LGBT. This research has implications as a basis for counselors to help students avoid sexual identity mismatches and prevent the emergence of positive perceptions of LGBT.

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

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