scholarly journals Evaluation and Discussion of Genetics Content in Museums

2021 ◽  
Author(s):  
Abigail Howell ◽  
Keighley Reisenauer ◽  
Michelle Valkanas ◽  
Katherine Carter
Keyword(s):  
Self Efficacy ◽  
Meta Analysis ◽  
Science Research ◽  
Genetic Technology ◽  
High Concentration ◽  
Meaningful Engagement ◽  
Children's Museums ◽  
Media Narratives ◽  
K 12 ◽  
High Engagement

Abstract BackgroundGenetics literacy is crucial for making informed personal decisions. With rapid advances in genetic technology, a foundational understanding of genetics is now more important than ever for meaningful engagement with questions surrounding health, privacy, and policy. However, genetic content engagement barriers, including geographic unavailability, lack of prior education, and misleading media narratives, can make it difficult to reach diverse populations. Furthermore, with growing mistrust in science and genetic information, interventions to improve genetics literacy, particularly to those beyond a K – 12 classroom, require an approach centered on building science trust and self-efficacy. ResultsFor the meta-analysis, we found genetics content in 88 of the 691 museums queried, typically in science (n=37) and natural history (n=25) exhibits. While genetics content was present in 42 states, there were large portions of the country that were more than 150 miles away from any museum featuring genetics. We found a high concentration of genetics content in sponsored exhibits and a low concentration of content within children’s museums, reinforcing narratives of genetic technology as product and genetics as difficult, respectively. In framing devices, museums fell into one of three categories. Museums with the meta-narrative “Genetics is Fun” focused on interactivity and volunteer facilitation, and emphasized specific inherited traits and genetics tools and technology. Museums highlighting the meta-narrative “Genetics is Relevant” highlighted DNA basics and health testing. Finally, museums with the meta-narrative “Genetics is Discovery” featured heavy use of fishbowl-style genetics labs, highly visible museum collections, and an emphasis on visitor participation in science research. ConclusionWhile each of these meta-narratives leads to high engagement with genetics topics, they also all lead to construction of different personal identities around these topics. For example, watching a diverse set of scientists work in a fishbowl lab broadens definitions of who can be a scientist, but active participation in a genetics experiment through volunteer facilitation builds science self-efficacy. Furthermore, narratives focusing on technological breakthroughs alone may inadvertently send a message that genetics is complex and impersonal. Exhibit creators should consider the design ramifications of each of these choices when creating an impactful genetics exhibit.

A Meta-Analysis of the Impact of Professional Development on Teachers’ Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making

2020 ◽  
pp. 002221942097019
Author(s):  
Samantha A. Gesel ◽  
Lauren M. LeJeune ◽  
Jason C. Chow ◽  
Anne C. Sinclair ◽  
Christopher J. Lemons
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Self Efficacy ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Sensitivity Analyses ◽  
Significant Heterogeneity ◽  
K 12 ◽  
The Impact ◽  
Data Based Decision Making

The purpose of this review was to synthesize research on the effect of professional development (PD) targeting data-based decision-making processes on teachers’ knowledge, skills, and self-efficacy related to curriculum-based measurement (CBM) and data-based decision-making (DBDM). To be eligible for this review, studies had to (a) be published in English, (b) include in-service or pre-service K–12 teachers as participants, (c) use an empirical group design, and (d) include sufficient data to calculate an effect size for teacher outcome variables. The mean effect of DBDM PD on teacher outcomes was g = 0.57 ( p < .001). This effect was not moderated by study quality. These results must be viewed through the lens of significant heterogeneity in effects across included studies, which could not be explained by follow-up sensitivity analyses. In addition, the experimental studies included in this review occurred under ideal, researcher-supported conditions, which impacts the generalizability of the effects of DBDM PD in practice. Implications for research and practice are discussed.

Self-efficacy and quality of life among people with cardiovascular diseases: A meta-analysis.

2018 ◽  
Vol 63 (2) ◽  
pp. 295-312 ◽  
Author(s):  
Anna Banik ◽  
Ralf Schwarzer ◽  
Nina Knoll ◽  
Katarzyna Czekierda ◽  
Aleksandra Luszczynska
Keyword(s):  
Quality Of Life ◽  
Cardiovascular Diseases ◽  
Self Efficacy ◽  
Meta Analysis

A meta-analysis of self-monitoring on reading performance of K–12 students.

2018 ◽  
Vol 33 (1) ◽  
pp. 160-168 ◽  
Author(s):  
Guadalupe Guzman ◽  
Taryn S. Goldberg ◽  
H. Lee Swanson
Keyword(s):  
Meta Analysis ◽  
Reading Performance ◽  
Self Monitoring ◽  
K 12

Career Adaptability and Career Decision Self-Efficacy: Meta-Analysis

2021 ◽  
pp. 089484532110124
Author(s):  
Graham B. Stead ◽  
Lindsey M. LaVeck ◽  
Sandra M. Hurtado Rúa
Keyword(s):  
Self Efficacy ◽  
Total Population ◽  
Meta Analysis ◽  
Career Decision ◽  
Decision Making Process ◽  
Career Adaptability ◽  
Efficacy Measures ◽  
Meta Analyses ◽  
Career Research ◽  
The Relationship

The relationship between career adaptability and career decision self-efficacy was examined due to its importance for clients in the career development and career decision-making process. Multivariate meta-analyses using 18 studies with a total population of 6,339 participants were employed. Moderator variables important to this relationship were country of participants, mean age, and career adaptability measures. Estimated correlations between career adaptability subscales and career decision self-efficacy measures ranged from .36 to .44. Findings are discussed in relation to career research and counseling.

A Meta-Analysis of the Relation Between Self-Compassion and Self-Efficacy

Mindfulness ◽  
2021 ◽  
Author(s):  
Kelly Yu-Hsin Liao ◽  
Graham B. Stead ◽  
Chieh-Yu Liao
Keyword(s):  
Self Efficacy ◽  
Meta Analysis ◽  
Self Compassion

Computational thinking in K-12 education. An insight through meta-analysis

2021 ◽  
pp. 1-26
Author(s):  
José Miguel Merino-Armero ◽  
José Antonio González-Calero ◽  
Ramón Cózar-Gutiérrez
Keyword(s):  
Meta Analysis ◽  
Computational Thinking ◽  
K 12

Research self-efficacy: A meta-analysis

2021 ◽  
pp. 1-28
Author(s):  
Raluca Livinƫi ◽  
George Gunnesch-Luca ◽  
Dragoș Iliescu
Keyword(s):  
Self Efficacy ◽  
Meta Analysis

Does coffee, tea and caffeine consumption reduce the risk of incident breast cancer? A systematic review and network meta-analysis

2021 ◽  
pp. 1-13
Author(s):  
Shu Wang ◽  
Xiang Li ◽  
Yue Yang ◽  
Jingping Xie ◽  
Mingyue Liu ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Systematic Review ◽  
Postmenopausal Women ◽  
Meta Analysis ◽  
High Dose ◽  
Dependent Manner ◽  
Tea Consumption ◽  
Case Control Studies ◽  
High Concentration ◽  
Coffee Intake

Abstract Objective: We aimed to evaluate the association between coffee and/or tea consumption and breast cancer (BC) risk among premenopausal and postmenopausal women and to conduct a network meta-analysis. Design: Systematic review and network meta-analysis. Setting: We conducted a systematic review of electronic publications in the last 30 years to identify case–control studies or prospective cohort studies that evaluated the effects of coffee and tea intake. Results: Forty-five studies that included more than 3 323 288 participants were eligible for analysis. Network meta-analysis was performed to determine the effects of coffee and/or tea consumption on reducing BC risk in a dose-dependent manner and differences in coffee/tea type, menopause status, hormone receptor and the BMI in subgroup and meta-regression analyses. According to the first pairwise meta-analysis, low-dose coffee intake and high-dose tea intake may exhibit efficacy in preventing ER(estrogen receptor)− BC, particularly in postmenopausal women. Then, we performed another pairwise and network meta-analysis and determined that the recommended daily doses were 2–3 cups/d of coffee or ≥5 cups/d of tea, which contained a high concentration of caffeine, particularly in postmenopausal women. Conclusions: Coffee and tea consumption is not associated with a reduction in the overall BC risk in postmenopausal women and is associated with a potentially lower risk of ER− BC. And the highest recommended dose is 2–3 cups of coffee/d or ≥5 cups of tea/d. They are potentially useful dietary protectants for preventing BC.

scholarly journals How Does the Appeal of Environmental Values Influence Sustainable Entrepreneurial Intention?

2021 ◽  
Vol 18 (3) ◽  
pp. 1070
Author(s):  
Huatao Peng ◽  
Bingbing Li ◽  
Chen Zhou ◽  
Bert M. Sadowski
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Meta Analysis ◽  
Environmental Values ◽  
Entrepreneurial Intention ◽  
Equation Model ◽  
Entrepreneurial Intentions ◽  
Personal Attitude ◽  
Entrepreneurial Behaviour ◽  
Entrepreneurial Activities

Global challenges posed by climate change and environmental deterioration are increasingly driving entrepreneurship with sustainable entrepreneurial intention as a key driver in predicting entrepreneurial activities. Together with experience, the environmental values of an entrepreneur are vital for sustainable entrepreneurial intention. However, the extent to which experience is a key factor to start up a sustainable enterprise is still rather unclear. To study the role of experience, we derive from the theory of planned behaviour three factors (personal attitude, social norm and self-efficacy) to examine their impact on environmental values and sustainable entrepreneurial intention. Based on a meta-analysis, the overall directions and effect intensity of the different factors in this relationship can be investigated. We develop a structural equation model to explore the mechanism behind the interaction between the different variables. We utilize information from 37 scientific articles using 40 empirical samples, 117 effect sizes and 192,015 observations. We found that environmental values are indeed positively related to a sustainable entrepreneurial intention. Furthermore, the relationship between environmental values and sustainable entrepreneurial intention is moderated by experience, as well as personal attitude, social norms and self-efficacy. In addition, environmental values are more positively related to the intention to set up a sustainable venture for entrepreneurs with low-experience compared to those entrepreneurs with high-experience. For policy makers and managers, it becomes important to stimulate environmental values to promote sustainable entrepreneurial intentions in order to stimulate the growth of sustainable enterprises. By enhancing these three factors, sustainable entrepreneurial behaviour can be facilitated by increasing entrepreneurs’ sustainable intention.

scholarly journals Effects of Gamification on Behavioral Change in Education: A Meta-Analysis

2021 ◽  
Vol 18 (7) ◽  
pp. 3550
Author(s):  
Jihoon Kim ◽  
Darla M. Castelli
Keyword(s):  
Behavioral Change ◽  
Information Science ◽  
Meta Analysis ◽  
Learning Outcome ◽  
Random Effects Model ◽  
Educational Setting ◽  
Short Term ◽  
Analytic Review ◽  
K 12 ◽  
Academic Search

Background: Gamified reward systems, such as providing digital badges earned for specific accomplishments, are related to student engagement in educational settings. The purpose of this study was to conduct a meta-analytic review to quantify the effects of gamified interventions on student behavioral change. Methods: A meta-analysis was performed using the following databases: The Academic Search Complete, Communication & Mass Media Complete, Education Source, ERIC, Library Information Science & Technology Abstracts, and PsycINFO. Inclusion in the review required: (a) peer-reviewed conducted between 2010 and 2019, (b) experimental controlled design, (c) gamification elements, and (d) educational setting. Results: Using a random-effects model, a statistically significant (Cohen’s d (ES) = 0.48, 95% CI = 0.33, 0.62) gamification effect was evidenced by moderate and positive grand effects sizes (ES). Gamification effects were higher with adults in higher education (ES = 0.95) than K-12 students (ES = 0.92). Brief interventions delivered in days or less than 1 week were significantly more effective (ES = 1.57) than interventions lasting up to 20 weeks (ES = 0.30). Interventions incorporating gamification elements across years (ES = −0.20) was adversely associated with behavioral change. Conclusions: Findings suggest that short-term over longer-term gamified interventions might be a promising way to initiate changes in learner’s behaviors and improve learning outcome.

Sign in / Sign up

Export Citation Format

Share Document