scholarly journals Audience Matters

2022 ◽  
Vol 10 ◽  
Author(s):  
Kelly Schrum ◽  
Niall Majury ◽  
Anne Laure Simonelli ◽  
Sarah Bodgewiecz
Keyword(s):  
Northern Ireland ◽  
Student Learning ◽  
Qualitative Data ◽  
The United States ◽  
Learning Motivation ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Capstone Project ◽  
Student Assessments ◽  
The Impact

There is growing attention to student assessments designed to reach beyond the classroom, including assessments with an immediate or future audience. The impact of audience, however, has not been examined in multimodal assessments across continents, institutions, disciplines, and teaching contexts. Using qualitative data, this article examines the impact on student learning of incorporating audience and awareness of audience in diverse settings through multimodal projects. These include a core assignment in an interdisciplinary, semester-long graduate class in the United States, a year-long capstone project for geography undergraduates in Northern Ireland, and a supplemental assignment for graduate and undergraduate biology students in Norway. This article investigates the impact of audience through multimodal assessments across these three settings and concludes that it can positively influence student learning, motivation, and skill development.

scholarly journals Muslim undergraduate biology students’ evolution acceptance in the United States

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0255588
Author(s):  
M. Elizabeth Barnes ◽  
Julie A. Roberts ◽  
Samantha A. Maas ◽  
Sara E. Brownell
Keyword(s):  
United States ◽  
Biology Education ◽  
The United States ◽  
Evolution Acceptance ◽  
Muslim Students ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Acceptance Of Evolution ◽  
Muslim Student ◽  
Strongly Agree

Evolution is a prominent component of biology education and remains controversial among college biology students in the United States who are mostly Christian, but science education researchers have not explored the attitudes of Muslim biology students in the United States. To explore perceptions of evolution among Muslim students in the United States, we surveyed 7,909 college students in 52 biology classes in 13 states about their acceptance of evolution, interest in evolution, and understanding of evolution. Muslim students in our sample, on average, did not agree with items that measured acceptance of macroevolution and human evolution. Further, on average, Muslim students agreed, but did not strongly agree with items measuring microevolution acceptance. Controlling for gender, major, race/ethnicity, and international status, we found that the evolution acceptance and interest levels of Muslim students were slightly higher than Protestant students and students who are members of the Church of Jesus Christ of Latter-day Saints. However, Muslim student evolution acceptance levels were significantly lower than Catholic, Jewish, Buddhist, and Hindu students as well as students who did not identify with a religion (agnostic and atheists). Muslim student understanding of evolution was similar to students from other affiliations, but was lower than agnostic and atheist students. We also examined which variables are associated with Muslim student acceptance of evolution and found that higher understanding of evolution and lower religiosity are positive predictors of evolution acceptance among Muslim students, which is similar to the broader population of biology students. These data are the first to document that Muslim students have lower acceptance of evolution compared to students from other affiliations in undergraduate biology classrooms in the United States.

scholarly journals The Impact of the COVID-19 Pandemic on Student Learning Motivation

2021 ◽  
Vol 5 (2) ◽  
pp. 194
Author(s):  
Putu Dharma Komala Suarsi ◽  
I Made Citra Wibawa ◽  
Ni Wayan Rati
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Negative Impact ◽  
Fourth Grade ◽  
Research Data ◽  
Test Method ◽  
Learning Motivation ◽  
School Students ◽  
Sample Technique ◽  
The Impact

The COVID-19 pandemic has had an impact in various fields, including education. One of the government's efforts to break the chain of spreading COVID-19 is to carry out learning activities online for all levels of education. This study aims to analyze the impact of the COVID-19 pandemic on the learning motivation of fourth grade elementary school students. This type of research is descriptive research, with quantitative and qualitative techniques. The population of this study were all fourth grade students in elementary school, amounting to 186 students. Determination of the sample using saturated sample technique so that the sample used is 186 students. The research data were obtained using the non-test method, namely with interview guidelines and instruments in the form of a Likert scale questionnaire for student learning motivation. The research data were analyzed using descriptive statistical analysis methods. Based on the results of the analysis, it was found that the learning process in grade IV SD during the COVID-19 pandemic was carried out in a combination of online and offline. Analysis of the motivation questionnaire data showed that the average student motivation, namely 79.71, was in the low category. So, it can be concluded that the COVID-19 pandemic has a negative impact on student learning motivation.

scholarly journals The Impact of an Augmented Reality Application on Learning Motivation of Students

2019 ◽  
Vol 2019 ◽  
pp. 1-14 ◽  
Author(s):  
Tasneem Khan ◽  
Kevin Johnston ◽  
Jacques Ophoff
Keyword(s):  
Augmented Reality ◽  
Student Learning ◽  
Mobile Application ◽  
Early Stage ◽  
Health Science ◽  
Learning Motivation ◽  
Instructional Materials ◽  
Before And After ◽  
Context Of Learning ◽  
The Impact

The research on augmented reality applications in education is still in an early stage, and there is a lack of research on the effects and implications of augmented reality in the field of education. The purpose of this research was to measure and understand the impact of an augmented reality mobile application on the learning motivation of undergraduate health science students at the University of Cape Town. We extend previous research that looked specifically at the impact of augmented reality technology on student learning motivation. The intrinsic motivation theory was used to explain motivation in the context of learning. The attention, relevance, confidence, and satisfaction (ARCS) model guided the understanding of the impact of augmented reality on student motivation, and the Instructional Materials Motivation Survey was used to design the research instrument. The research examined the differences in student learning motivation before and after using the augmented reality mobile application. A total of 78 participants used the augmented reality mobile application and completed the preusage and postusage questionnaires. The results showed that using an augmented reality mobile application increased the learning motivation of students. The attention, satisfaction, and confidence factors of motivation were increased, and these results were found to be significant. Although the relevance factor showed a decrease it proved to be insignificant.

scholarly journals Differential Impacts of Religious Cultural Competence on Students' Perceived Conflict with Evolution at an Evangelical University

2020 ◽  
Vol 82 (2) ◽  
pp. 93-101 ◽  
Author(s):  
M. Elizabeth Barnes ◽  
Ruth Werner ◽  
Sara E. Brownell
Keyword(s):  
Cultural Competence ◽  
Role Model ◽  
Scientific Evidence ◽  
The United States ◽  
Evolution Education ◽  
Culturally Competent ◽  
Christian University ◽  
Biology Students ◽  
Evangelical University ◽  
The Impact

Evolution remains a controversial issue in the United States, particularly for evangelical Christians, who as a group have been a key player in anti-evolution education legislation. Religious cultural competence can be effective in decreasing undergraduate biology students' perceived conflict between religion and evolution. However, the impact on student populations who are particularly resistant to evolution is unknown. We explored the efficacy of culturally competent evolution education practices adapted for biology students in a genetics course at an evangelical Christian university. This included the presence of an instructor as a religious scientist role model who accepts evolution, and the use of the book The Language of God. We explored how this curriculum affected students' conceptions of religion and evolution using pre- and post-surveys. We found a differential impact of the curriculum: 31% of the students who indicated that there was a conflict between their religious beliefs and evolution changed their conceptions to be more in line with scientific evidence, but the remaining 69% did not. We describe reasons why, including students' perceptions of The Language of God. This research indicates the challenges of implementing culturally competent evolution education for evangelical students, given their strong commitment to biblical literalism and their lower likelihood of being convinced by scientific evidence for evolution.

A writing-intensive course improves biology undergraduates' perception and confidence of their abilities to read scientific literature and communicate science

2013 ◽  
Vol 37 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Sara E. Brownell ◽  
Jordan V. Price ◽  
Lawrence Steinman
Keyword(s):  
Scientific Literature ◽  
Student Perception ◽  
Writing Assignments ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Primary Literature ◽  
Scientific Papers ◽  
Biology Courses ◽  
Intensive Course ◽  
The Impact

Most scientists agree that comprehension of primary scientific papers and communication of scientific concepts are two of the most important skills that we can teach, but few undergraduate biology courses make these explicit course goals. We designed an undergraduate neuroimmunology course that uses a writing-intensive format. Using a mixture of primary literature, writing assignments directed toward a layperson and scientist audience, and in-class discussions, we aimed to improve the ability of students to 1) comprehend primary scientific papers, 2) communicate science to a scientific audience, and 3) communicate science to a layperson audience. We offered the course for three consecutive years and evaluated its impact on student perception and confidence using a combination of pre- and postcourse survey questions and coded open-ended responses. Students showed gains in both the perception of their understanding of primary scientific papers and of their abilities to communicate science to scientific and layperson audiences. These results indicate that this unique format can teach both communication skills and basic science to undergraduate biology students. We urge others to adopt a similar format for undergraduate biology courses to teach process skills in addition to content, thus broadening and strengthening the impact of undergraduate courses.

Student Learning through Swedish School Libraries: Analysis, Findings and Recommendations

Libri ◽  
2020 ◽  
Vol 70 (1) ◽  
pp. 17-31
Author(s):  
John Marino ◽  
Barbara Schultz-Jones
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
School Library ◽  
The United States ◽  
School Libraries ◽  
Original Study ◽  
Data Collection And Analysis ◽  
Information Problem Solving ◽  
Problem Solving Process ◽  
The Impact

AbstractThis exploratory study examines the application of methods used in the United States to evaluate the impact of school library programs and services on student learning to a setting in Uppsala, Sweden. The Student Learning through Ohio School Libraries study of Todd and Kuhlthau served as the model for data collection in Uppsala middle and high schools and subsequent analysis. Modifications to the original study and details of the data collection and analysis are provided. Findings suggest that many students do perceive that the library program provides different categories of help in their learning processes, that students may benefit from direct instruction in all stages of the information problem-solving process, and that the application of methods to school library settings worldwide may enable meaningful comparisons of practice in school libraries. Findings are limited by the amount of time between data collection and analysis, and modifications to the methodology applied in the original study. Still, this effort marks a critical benchmark in international efforts to demonstrate the impact of the school library on student achievement.

scholarly journals Learning from error episodes in dialogue-videos: The influence of prior knowledge

2021 ◽  
pp. 20-32
Author(s):  
Lu Ding ◽  
Katelyn Cooper ◽  
Michelle Stephens ◽  
Michelene Chi ◽  
Sara Brownell
Keyword(s):  
Student Learning ◽  
Prior Knowledge ◽  
Teaching And Learning ◽  
Undergraduate Biology ◽  
Course Content ◽  
University Classrooms ◽  
The Impact ◽  
Lower Performing Students ◽  
Learning From Error ◽  
Improve Student Learning

In laboratory study environments, dialogue-videos, or videos of a tutor and a tutee solving problems together, have been shown to more effectively improve student learning than monologue-videos, or videos of tutors solving problems alone. Yet, few studies have replicated these findings in the context of authentic university classrooms. Here, we investigate the impact of dialogue-videos, and more specifically the effect of errors made by tutees in dialogue-videos, on student learning in the context of an undergraduate biology course. To understand why, we investigated students’ effort spent on watching videos, perceived influence of dialogue-videos, and worksheet completion rates. We found that higher-performing students perceived that they used the dialogue-videos to review content. We also found that higher-performing, but not lower-performing, students learned better from dialogue videos where tutees made errors. We also discuss the complexities of replicating laboratory studies in the classroom and implications of our findings. Implications for practice or policy: Tutee errors can be intentionally included in dialogue-videos to promote student learning. When students lack the necessary prior knowledge, monologue-videos may be more effective in presenting the course content. When using dialogue-videos, instructors can encourage students to collaborate to resolve any confusion in time to maximise the benefit of dialogue-videos in teaching and learning.

scholarly journals Has student learning been improved by the use of online and offline formative assessment opportunities?

2003 ◽  
Vol 19 (1) ◽  
Author(s):  
Mary Peat ◽  
Sue Franklin
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Learning Outcomes ◽  
First Year ◽  
Online Assessment ◽  
Differential Impact ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Final Performance ◽  
Research Plan

For almost a decade we have been providing a large group of first year, undergraduate biology students with both offline (paper based) and online assessment resources to support them in their learning. This paper reports on an investigation of the students’ use of these assessment resources, as well as their perceptions of the usefulness of these resources to their learning. The research plan enabled us to investigate any correlations between use or non-use of the assessment resources and final performance in the course. The results show that while the majority of students use and find useful both offline and online assessment resources, use has no differential impact on final learning outcomes.

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