scholarly journals Goal-Setting among Biology Undergraduates during a Free-Choice Learning Experience at a Regional Zoo

2021 ◽  
Vol 2 (4) ◽  
pp. 610-624
Author(s):  
Ashley B. Heim ◽  
Emily A. Holt
Keyword(s):  
Goal Setting ◽  
Free Choice ◽  
Learning Experience ◽  
Learning Goals ◽  
Free Choice Learning ◽  
Informal Settings

Free-choice learning occurs when individuals have autonomy in what and how they learn, and often takes place in informal settings such as zoos. To describe goal-setting and -achievement of biology undergraduates at a regional zoo, we primarily asked: (1) What types of learning goals do students set for themselves for a trip to the zoo?; and (2) What activities do students intend to engage in on a zoo trip? Participating students completed the first portion of a goal-setting assessment prior to entering the zoo, which asked students to develop learning and activity goals for themselves. At the conclusion of the zoo trip, students completed the second portion of this survey, which asked whether students achieved their goals, and if not, why. We found that most students devised learning goals related to gaining knowledge and identified passive interactions with animals as activities they hoped to engage in during their trip.

scholarly journals LEARNING THE LIFE SKILL: CEAB LIFELONG LEARNING GRADUATE ATTRIBUTE

2018 ◽  
Author(s):  
Sadegh Babaii Kochekseraii ◽  
Libby Osgood
Keyword(s):  
Lifelong Learning ◽  
Goal Setting ◽  
Engineering Students ◽  
Learning Experience ◽  
Learning Goals ◽  
Engineering Programs ◽  
Course Materials ◽  
Learning Skill ◽  
Core Course ◽  
Lifelong Learning Skill

 Abstract –The focus of this paper is to present a baseline to a proposed longevity project for enhanced introduction of lifelong learning skill to engineering students. Lifelong learning is one of the twelve graduate attributes identified and evaluated by CEAB in the accreditation process of Canadian engineering programs. ENGN 326: Materials, Mechanics and Manufacturing is a third year core course with a broad scope of topics Students’ learning experience could be enriched if they adopt a proactive learning effort of setting weekly learning goals that could go beyond the set of topics given in the course syllabus. From their weekly submissions and their subsequent reflections, we tried to answer how realistic goals were set by the students and how much they were related to course materials. Comparisons to a similar study [1], presented in CEEA16 by the authors, have been made to show the effectiveness of SMART goal setting intervention to be given in an appropriate time before the first mid-term.

Play in the Museum

2017 ◽  
Vol 9 (3) ◽  
pp. 96-113 ◽  
Author(s):  
Jonathan P. Rowe ◽  
Eleni V. Lobene ◽  
Bradford W. Mott ◽  
James C. Lester
Keyword(s):  
Learning Environments ◽  
Free Choice ◽  
Formative Evaluation ◽  
Design Development ◽  
Game Based Learning ◽  
Science Museums ◽  
Science Centers ◽  
Free Choice Learning ◽  
K 12 ◽  
Informal Settings

Digital games have been found to yield effective and engaging learning experiences across a broad range of subjects. Much of this research has been conducted in laboratory and K-12 classrooms. Recent advances in game technologies are expanding the range of educational contexts where game-based learning environments can be deployed, including informal settings such as museums and science centers. In this article, the authors describe the design, development, and formative evaluation of Future Worlds, a prototype game-based exhibit for collaborative explorations of sustainability in science museums. They report findings from a museum pilot study that investigated the influence of visitors' individual differences on learning and engagement. Results indicate that visitors showed significant gains in sustainability knowledge as well as high levels of engagement in a free-choice learning environment with Future Worlds. These findings point toward the importance of designing game-based learning exhibits that address the distinctive design challenges presented by museum settings.

Undergraduates’ Motivation Following a Zoo Experience: Status Matters but Structure Does not

2021 ◽  
pp. 105382592110127
Author(s):  
Ashley B. Heim ◽  
Emily A. Holt
Keyword(s):  
Intrinsic Motivation ◽  
Free Choice ◽  
Self Regulation ◽  
Learning Experiences ◽  
Motivation To Learn ◽  
Learning Group ◽  
Advanced Students ◽  
Before And After ◽  
Free Choice Learning ◽  
Informal Settings

Background: Free-choice learning, which often takes place in settings such as zoos, is where the learner has autonomy to choose what, where, how, and with whom to learn. Currently, little is known about the potential of free-choice learning experiences at informal settings to engage undergraduates in biology. Purpose: We sought to explore how participation in structured versus free-choice learning experiences and a student’s status in their program relate to their motivation, interest, and self-regulation to learn biology after a zoo trip. Methodology/Approach: Students in both introductory and advanced biology courses were assigned to either a structured or free-choice learning group during a zoo visit. Participating students completed a set of surveys before and after the zoo trip to gauge their incoming self-regulation and changes in motivation and interest to learn biology. Findings/Conclusions: We found that advanced students reported higher intrinsic motivation to learn biology than introductory students. In addition, grade motivation decreased and self-efficacy increased after the zoo trip across all students. Implications: Ultimately, there may be numerous ways for instructors to make visits to the zoo and other informal settings more meaningful for undergraduates. Both structured and autonomous learning experiences offer benefits for students across program levels.

scholarly journals Using a Learning Coach to Develop Family Medicine Residents' Goal-Setting and Reflection Skills

2013 ◽  
Vol 5 (2) ◽  
pp. 289-293 ◽  
Author(s):  
Paul George ◽  
Shmuel Reis ◽  
Margaret Dobson ◽  
Melissa Nothnagle
Keyword(s):  
Family Medicine ◽  
Rhode Island ◽  
Goal Setting ◽  
Personal Development ◽  
Junior Faculty ◽  
Learning Goals ◽  
Junior Faculty Member ◽  
Self Directed Learning ◽  
Protected Time ◽  
Learning Coach

Abstract Background Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. Intervention To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. Methods The study was conducted from 2008–2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coach, residents entered their learning goals and reflections into an electronic portfolio. A mixed-methods evaluation, including coach's ratings of goal setting and reflection, coach's meeting notes, portfolio entries, and resident interviews, was used to assess progress in residents' SDL abilities. Results Coach ratings of 25 residents' goal-setting ability increased from a mean of 1.9 to 4.6 (P < .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 (P < .001) during each year. Resident portfolio entries showed a range of domains for goal setting and reflection. Resident interviews demonstrated progressive independence in setting goals and appreciation of the value of reflection for personal development. Conclusions Introducing a learning coach, use of a portfolio, and providing protected time for self-reflected learning allowed residents to develop SDL skills at their own pace. The learning coach model may be applicable to other residency programs in developing resident lifelong learning skills.

OPTIONAL TRAINING AS A RESOURCE FOR THE DEVELOPMENT OF RESEARCH COMPETENCE OF STUDENTS IN GRADES 6-7

2021 ◽  
Vol 72 (2) ◽  
pp. 91-96
Author(s):  
K. Askarbekova ◽  
◽  
Z. Kanayeva ◽  
O. Yaroshenko ◽  
◽  
...  
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Goal Setting ◽  
Personal Development ◽  
Learning Goals ◽  
Educational Standards ◽  
Research Skills ◽  
Research Competence ◽  
The World

This article examines the essence of the research abilities of students formed in elective classes in biology as a category and factor of personal development. The content of the curriculum in biology is also considered, and activities aimed at achieving learning goals that are related to the development of skills are included. In modern secondary education of Kazakhstan, modernization processes successfully implemented in recent years, is carried out with the aim of its integration into the world educational space and approximation to international educational standards on the approval of standard rules of activity by types of general education organizations for the purposeful formation of research skills of students, which is determined at the legislative level "Research competence in the classification of A.V. Khutorsky is considered as an integral part of cognitive competence, which includes elements of methodological, supra-subject, logical activities, methods of organizing goal-setting, planning, analysis, reflection.

OPTIONAL TRAINING AS A RESOURCE FOR THE DEVELOPMENT OFRESEARCHCOMPETENCEOFSTUDENTSIN GRADES6-7

2021 ◽  
Vol 67 (2) ◽  
Author(s):  
K. Askarbekova ◽  
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Goal Setting ◽  
Personal Development ◽  
Learning Goals ◽  
Educational Standards ◽  
Research Skills ◽  
Research Competence ◽  
The World

This article examines the essence of the research abilities of students formed in elective classes in biology as a category and factor of personal development. The content of the curriculum in biology is also considered, and activities aimed at achieving learning goals that are related to the development of skills are included. In modern secondary education of Kazakhstan, modernization processes successfully implemented in recent years, is carried out with the aim of its integration into the world educational space and approximation to international educational standards on the approval of standard rules of activity by types of general education organizations for the purposeful formation of research skills of students, which is determined at the legislative level "Research competence in the classification of A.V. Khutorsky is considered as an integral part of cognitive competence, which includes elements of methodological, supra-subject, logical activities, methods of organizing goal-setting, planning, analysis, reflection.

scholarly journals The Value of Relevant, Project-Based Learning to Youth Development

2013 ◽  
Vol 8 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Kerry Schwartz ◽  
Darcy Tessman ◽  
Daniel McDonald
Keyword(s):  
Youth Development ◽  
Positive Impact ◽  
Learning Experience ◽  
Real Life ◽  
Learning Opportunities ◽  
Project Based Learning ◽  
Learning Goals ◽  
Community Members ◽  
Community Projects ◽  
Relevant Community

Project Based Learning models present authentic learning opportunities with real-life situations, enabling students to set their own learning goals and forge their own relationships (Barab, et al., 2001). The autonomy inherent in this model allows youth to bring their skills and experiences to real situations and to be seen as valued community members. This article describes a project-based learning model involving “externs,” who developed and implemented sustainability projects in their communities. Externs worked with Cooperative Extension professionals on locally relevant community projects during the summer of 2011 in three Arizona counties. The project based learning experience had a positive impact on the lives of our three externs.

scholarly journals Helping Students Achieve

2021 ◽  
Author(s):  
Nerelie Teese
Keyword(s):  
Goal Setting ◽  
Learning Goals ◽  
Life Skill ◽  
Middle Years ◽  
Personal Learning ◽  
Middle Years Of Schooling ◽  
Teacher Librarians ◽  
Experience Difficulty ◽  
Years Of Schooling

Setting personal learning goals is an important life skill that students are encouraged to develop from the middle years of schooling onwards. However, some students experience difficulty with the processes involved in setting and achieving their goals. This professional paper looks at the role teacher librarians have in collaboratively planning, resourcing, and extending and enriching goal setting activities. Providing resources with authentic examples of goal setting by people from the wider community is one way of developing and extending the motivation and commitment students need to become successful in goal setting tasks and activities. One such resource is recommended and details of it are outlined with suggestions for extending and enriching it with a visit or virtual presentation from its author.

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