scholarly journals Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough

2015 ◽  
Vol 14 (2) ◽  
pp. ar15 ◽  
Author(s):  
Julie Dangremond Stanton ◽  
Xyanthe N. Neider ◽  
Isaura J. Gallegos ◽  
Nicole C. Clark
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Metacognitive Knowledge ◽  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Self Evaluation ◽  
Metacognitive Development ◽  
Metacognitive Regulation ◽  
Introductory Biology Course

Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge—our awareness of our thinking—and metacognitive regulation—how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation assignments following the first and second exams in a large introductory biology course (n = 245). We coded these assignments for evidence of three key metacognitive-regulation skills: monitoring, evaluating, and planning. We found that nearly all students were willing to take a different approach to studying but showed varying abilities to monitor, evaluate, and plan their learning strategies. Although many students were able to outline a study plan for the second exam that could effectively address issues they identified in preparing for the first exam, only half reported that they followed their plans. Our data suggest that prompting students to use metacognitive-regulation skills is effective for some students, but others need help with metacognitive knowledge to execute the learning strategies they select. Using these results, we propose a continuum of metacognitive regulation in introductory biology students. By refining this model through further study, we aim to more effectively target metacognitive development in undergraduate biology students.

scholarly journals Student Association of Lecture Content with the Five Core Concepts of Biology: Novel Results from an Introductory Biology Course

2021 ◽  
Author(s):  
Kyriaki Chatzikyriakidou ◽  
Marie-Janelle Tacloban ◽  
Kassandra Concepcion ◽  
John Geiger ◽  
Melissa McCartney
Keyword(s):  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Biological Phenomena ◽  
Core Concepts ◽  
Introductory Biology Course ◽  
Student Association

Challenges in integration of concepts persist among undergraduate biology students. The 5 core concepts (5CCs) of biology presented in Vision and Change provide a comprehensive, concept-based description of the knowledge of biology, summarized in five main biological scales and five overarching principles that dictate natural biological phenomena and processes.

scholarly journals A Problem-Sorting Task Detects Changes in Undergraduate Biological Expertise over a Single Semester

2017 ◽  
Vol 16 (2) ◽  
pp. ar21 ◽  
Author(s):  
Anne-Marie Hoskinson ◽  
Jessica Middlemis Maher ◽  
Cody Bekkering ◽  
Diane Ebert-May
Keyword(s):  
Sorting Task ◽  
Biological Knowledge ◽  
Card Sorting ◽  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Card Sorting Task ◽  
Disciplinary Expertise ◽  
Novices And Experts ◽  
Introductory Biology Course

Calls for undergraduate biology reform share similar goals: to produce people who can organize, use, connect, and communicate about biological knowledge. Achieving these goals requires students to gain disciplinary expertise. Experts organize, access, and apply disciplinary knowledge differently than novices, and expertise is measurable. By asking introductory biology students to sort biological problems, we investigated whether they changed how they organized and linked biological ideas over one semester of introductory biology. We administered the Biology Card Sorting Task to 751 students enrolled in their first or second introductory biology course focusing on either cellular–molecular or organismal–population topics, under structured or unstructured sorting conditions. Students used a combination of superficial, deep, and yet-uncharacterized ways of organizing and connecting biological knowledge. In some cases, this translated to more expert-like ways of organizing knowledge over a single semester, best predicted by whether students were enrolled in their first or second semester of biology and by the sorting condition completed. In addition to illuminating differences between novices and experts, our results show that card sorting is a robust way of detecting changes in novices’ biological expertise—even in heterogeneous populations of novice biology students over the time span of a single semester.

A Mixed Exam Format Closes the Gap for Students with a Conflict between Their Religious Belief & the Theory of Evolution

2014 ◽  
Vol 76 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Kathrin F. Stanger-Hall ◽  
Julianne A. Wenner
Keyword(s):  
Student Performance ◽  
Religious Belief ◽  
Religious Conflict ◽  
Evidence Based ◽  
Introductory Biology ◽  
Final Exam ◽  
Constructed Response ◽  
Theory Of Evolution ◽  
Acceptance Of Evolution ◽  
Introductory Biology Course

We assessed the performance of students with a self-reported conflict between their religious belief and the theory of evolution in two sections of a large introductory biology course (N = 373 students). Student performance was measured through pretest and posttest evolution essays and multiple-choice (MC) questions (evolution-related and non-evolution-related questions) on the final exam and posttest. The two class sections differed only in exam format: MC with or without constructed-response (CR) questions. Although students with a reported conflict scored significantly lower on the final exam in the MC-only section, they scored equally well in the MC+CR section, and all students in the MC+CR section performed significantly better overall. As a result, (1) a religious conflict with evolution can be negatively associated with student achievement in introductory biology, but (2) assessment with constructed response was associated with a closed performance gap between students with and without a conflict. We suggest that differences in exam format and focus on student acceptance of evolution (either evidence-based or opinion), rather than reported conflict, may contribute to the inconsistencies in student learning of evolution across research studies, and that CR questions may help students overcome other obstacles to learning evolution.

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 Preparing for Class: Actions and Resources of Introductory Biology Students

2021 ◽  
Author(s):  
Tina M. Ballard ◽  
Sabah Sattar ◽  
Kendra D. Wright ◽  
Jaime L. Sabel ◽  
Heather E. Bergan-Roller
Keyword(s):  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Class Actions

Instructors want students to be prepared for class. There are several different resources and activities available to help students prepare for class, but very little is known about how students choose to prepare for class in the context of undergraduate biology.

scholarly journals Knowledge of Learning Makes a Difference: A Comparison of Metacognition in Introductory and Senior-Level Biology Students

2019 ◽  
Vol 18 (2) ◽  
pp. ar24 ◽  
Author(s):  
Julie Dangremond Stanton ◽  
Kathryn Morris Dye ◽  
Me’Shae Johnson
Keyword(s):  
Learning Strategy ◽  
Biology Students ◽  
Self Evaluation ◽  
Effective Strategies ◽  
Learning Contexts ◽  
Metacognitive Regulation ◽  
How People Learn ◽  
Individual Strategies ◽  
Senior Students ◽  
Study Plan

Metacognitive regulation occurs when learners regulate their thinking in order to learn. We asked how introductory and senior-level biology students compare in their use of the metacognitive regulation skill of evaluation, which is the ability to appraise the effectiveness of an individual learning strategy or an overall study plan. We coded student answers to an exam self-evaluation assignment for evidence of evaluating ( n = 315). We found that introductory and senior students demonstrated similar ability to evaluate their individual strategies, but senior students were better at evaluating their overall plans. We examined students’ reasoning and found that senior students use knowledge of how people learn to evaluate effective strategies, whereas introductory students consider how well a strategy aligns with the exam to determine its effectiveness. Senior students consider modifying their use of a strategy to improve its effectiveness, whereas introductory students abandon strategies they evaluate as ineffective. Both groups use performance to evaluate their plans, and some students use their feelings as a proxy for metacognition. These data reveal differences between introductory and senior students, which suggest ways metacognition might develop over time. We contextualize these results using research from cognitive science, and we consider how learning contexts can affect students’ metacognition.

Investigating Issues in the Laboratory

2014 ◽  
Vol 76 (9) ◽  
pp. 609-614 ◽  
Author(s):  
Krissi M. Hewitt ◽  
Lori J. Kayes ◽  
David Hubert ◽  
Adam Chouinard
Keyword(s):  
Invasive Species ◽  
Animal Behavior ◽  
Population Biology ◽  
Learning Experience ◽  
Reform Initiatives ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Invasive Crayfish ◽  
Recent Reform ◽  
Introductory Biology Course

Recent reform initiatives in undergraduate biology call for curricula that prepare students for dealing with real-world issues and making important links between science and society. In response to this call, we have developed an issues-based laboratory module that uses guided inquiry to integrate the concepts of animal behavior and population biology into an issue of both local and global relevance. The issue associated with this module is “What should be done about invasive crayfish?” Students investigate plausible reasons why crayfish are often successful invasive species through hypothesis testing, collection of behavioral data on live crayfish, and quantitative reasoning. Students also consider economic and environmental impacts of invasive species on local and global ecosystems. We implemented this module in a large introductory biology course and conducted survey research to evaluate the module’s potential to serve as an interesting and valuable learning experience for undergraduate biology students.

scholarly journals Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class

2010 ◽  
Vol 9 (4) ◽  
pp. 473-481 ◽  
Author(s):  
Marin Moravec ◽  
Adrienne Williams ◽  
Nancy Aguilar-Roca ◽  
Diane K. O'Dowd
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Learning Gains ◽  
Introductory Biology ◽  
Class Time ◽  
Biology Class ◽  
Lecture Material ◽  
The Mean ◽  
Introductory Biology Course ◽  
Interactive Exercises

Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information introduced in preclass worksheets or narrated PowerPoint videos. In class, time created by shifting lecture material to learn before lecture (LBL) assignments was used to engage students in application of their new knowledge. Learning was evaluated by comparing student performance in 2009 versus 2007/8 on LBL-related question pairs, matched by level and format. The percentage of students who correctly answered five of six LBL-related exam questions was significantly higher (p < 0.001) in 2009 versus 2007/8. The mean increase in performance was 21% across the six LBL-related questions compared with <3% on all non-LBL exam questions. The worksheet and video LBL formats were equally effective based on a cross-over experimental design. These results demonstrate that LBLs combined with interactive exercises can be implemented incrementally and result in significant increases in learning gains in large introductory biology classes.

scholarly journals Introductory Biology Students’ Conceptual Models and Explanations of the Origin of Variation

2014 ◽  
Vol 13 (3) ◽  
pp. 529-539 ◽  
Author(s):  
Elena Bray Speth ◽  
Neil Shaw ◽  
Jennifer Momsen ◽  
Adam Reinagel ◽  
Paul Le ◽  
...  
Keyword(s):  
Causal Reasoning ◽  
Conceptual Models ◽  
Multiple Scales ◽  
Explanatory Models ◽  
Introductory Biology ◽  
Biological Organization ◽  
Biology Students ◽  
Multiple Case ◽  
Introductory Biology Course ◽  
Written Explanations

Mutation is the key molecular mechanism generating phenotypic variation, which is the basis for evolution. In an introductory biology course, we used a model-based pedagogy that enabled students to integrate their understanding of genetics and evolution within multiple case studies. We used student-generated conceptual models to assess understanding of the origin of variation. By midterm, only a small percentage of students articulated complete and accurate representations of the origin of variation in their models. Targeted feedback was offered through activities requiring students to critically evaluate peers’ models. At semester's end, a substantial proportion of students significantly improved their representation of how variation arises (though one-third still did not include mutation in their models). Students’ written explanations of the origin of variation were mostly consistent with their models, although less effective than models in conveying mechanistic reasoning. This study contributes evidence that articulating the genetic origin of variation is particularly challenging for learners and may require multiple cycles of instruction, assessment, and feedback. To support meaningful learning of the origin of variation, we advocate instruction that explicitly integrates multiple scales of biological organization, assessment that promotes and reveals mechanistic and causal reasoning, and practice with explanatory models with formative feedback.

scholarly journals An invitation to modeling: building a community with shared explicit practices

2017 ◽  
Author(s):  
Kam D Dahlquist ◽  
Melissa L Aikens ◽  
Joseph T Dauer ◽  
Samuel S Donovan ◽  
Carrie Diaz Eaton ◽  
...  
Keyword(s):  
Scientific Inquiry ◽  
Biological Models ◽  
Introductory Biology ◽  
Small Shift ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Hardy Weinberg Equilibrium ◽  
Biological Concepts ◽  
Use Of Models ◽  
Models And Modeling

Models and the process of modeling are fundamental to the discipline of biology, and therefore should be incorporated into undergraduate biology courses. In this essay, we draw upon the literature and our own teaching experiences to provide practical suggestions for how to introduce models and modeling to introductory biology students. We begin by demonstrating the ubiquity of models in biology, including representations of the process of science itself. We advocate for a model of the process of science that highlights parallel tracks of mathematical and experimental modeling investigations. With this recognition, we suggest ways in which instructors can call students’ attention to biological models more explicitly by using modeling language, facilitating metacognition about the use of models, and employing model-based reasoning. We then provide guidance on how to begin to engage students in the process of modeling, encouraging instructors to scaffold a progression to mathematical modeling. We use the Hardy-Weinberg Equilibrium model to provide specific pedagogical examples that illustrate our suggestions. We propose that by making even a small shift in the way models and modeling are discussed in the classroom, students will gain understanding of key biological concepts, practice realistic scientific inquiry, and build quantitative and communication skills.

Sign in / Sign up

Export Citation Format

Share Document