Evaluating a Genetics Concept Inventory

2013 ◽  
pp. 29-41 ◽  
Author(s):  
Felicia Zhang ◽  
Brett Andrew Lidbury
Keyword(s):  
Molecular Biology ◽  
Statistical Tests ◽  
Reliability And Validity ◽  
Concept Inventory ◽  
Scientific Language ◽  
Language Competence ◽  
Genetics Learning ◽  
Assessment Performance ◽  
The University ◽  
Performance Comparisons

This chapter examines the reliability and validity of a subset of the Genetics concept inventory (S. Elrod) to discriminate good students from poor performing students in the undergraduate units Genetics and Molecular Biology taught at the University of Canberra, Australia. These two units went through a series of reforms since 2005. These reforms included the implementation of a number of online and tutorial language exercises and strategies designed to promote scientific language competence and subsequent genetics learning. The effect of these interventions was analyzed through grade and assessment performance comparisons with earlier traditionally taught Genetics cohorts as well using the genetic concept inventory. The genetic concept inventory questions used at the University of Canberra have been found to be reliable and valid according to a number of statistical tests.

Evaluating a Genetics Concept Inventory

2011 ◽  
pp. 116-128
Author(s):  
Felicia Zhang ◽  
Brett Andrew Lidbury
Keyword(s):  
Molecular Biology ◽  
Statistical Tests ◽  
Reliability And Validity ◽  
Concept Inventory ◽  
Scientific Language ◽  
Language Competence ◽  
Genetics Learning ◽  
Assessment Performance ◽  
The University ◽  
Performance Comparisons

This chapter examines the reliability and validity of a subset of the Genetics concept inventory (S. Elrod) to discriminate good students from poor performing students in the undergraduate units Genetics and Molecular Biology taught at the University of Canberra, Australia. These two units went through a series of reforms since 2005. These reforms included the implementation of a number of online and tutorial language exercises and strategies designed to promote scientific language competence and subsequent genetics learning. The effect of these interventions was analyzed through grade and assessment performance comparisons with earlier traditionally taught Genetics cohorts as well using the genetic concept inventory. The genetic concept inventory questions used at the University of Canberra have been found to be reliable and valid according to a number of statistical tests.

Language Focus for Genetics and Molecular Biology Students

2011 ◽  
pp. 98-115
Author(s):  
Brett Andrew Lidbury
Keyword(s):  
Molecular Biology ◽  
Student Performance ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Scientific Language ◽  
Language Competence ◽  
Biology Students ◽  
New Learning ◽  
Assessment Performance

This chapter examines the role of scientific language comprehension and confidence for senior undergraduate students in Genetics and Molecular Biology, and the impact of language-centred learning strategies to assessment outcomes. A number of online and tutorial language exercises and strategies are described that were designed to promote scientific language competence and subsequent genetics learning. The effect of these interventions was analysed through grade and assessment performance comparisons with earlier traditionally taught Genetics cohorts. While no significant grade improvements were found for cohorts taught via language, deeper statistical analysis revealed that motivation to adopt new learning strategies was crucial for best student performance. Language was found to be most influential for middle range performing students. Despite at least a year of tertiary education, students still had difficulty interpreting some everyday words in a science context. The study also encourages a greater evaluation of student motivation in adopting new learning techniques.

Language Focus for Genetics and Molecular Biology Students

2013 ◽  
pp. 1474-1493
Author(s):  
Brett Andrew Lidbury
Keyword(s):  
Molecular Biology ◽  
Student Performance ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Scientific Language ◽  
Language Competence ◽  
Biology Students ◽  
New Learning ◽  
Assessment Performance

This chapter examines the role of scientific language comprehension and confidence for senior undergraduate students in Genetics and Molecular Biology, and the impact of language-centred learning strategies to assessment outcomes. A number of online and tutorial language exercises and strategies are described that were designed to promote scientific language competence and subsequent genetics learning. The effect of these interventions was analysed through grade and assessment performance comparisons with earlier traditionally taught Genetics cohorts. While no significant grade improvements were found for cohorts taught via language, deeper statistical analysis revealed that motivation to adopt new learning strategies was crucial for best student performance. Language was found to be most influential for middle range performing students. Despite at least a year of tertiary education, students still had difficulty interpreting some everyday words in a science context. The study also encourages a greater evaluation of student motivation in adopting new learning techniques.

scholarly journals Evaluation of a Chemistry Concept Inventory for general chemistry students at Finnish university

2020 ◽  
Vol 16 (2) ◽  
pp. 138-148
Author(s):  
Tiina Kiviniemi ◽  
Piia Nuora
Keyword(s):  
General Chemistry ◽  
Statistical Tests ◽  
Item Analysis ◽  
Concept Inventory ◽  
First Year ◽  
Student Knowledge ◽  
Chemistry Students ◽  
Chemical Concept ◽  
The University ◽  
University Setting

A chemistry concept inventory (Chemical Concept Inventory 3.0/CCI 3.0), previously developed for use in Norwegian universities, was tested and evaluated for use in a Finnish university setting. The test, designed to evaluate student knowledge and learning of chemistry concepts, was administered as both pre- and posttest in first year general chemistry courses at the University of Jyväskylä. The results were evaluated using different statistical tests, focusing both on individual item analysis and the entire test. Some individual questions were found to be not discriminating or reliable enough or too difficult, yet the results, as a whole, indicate that the concept inventory is a reliable and discriminating tool that can be used in the Finnish university context.

scholarly journals (Auto)Biographical reflections on the contributions of William F. Loomis (1940-2016) to Dictyostelium biology

2019 ◽  
Vol 63 (8-9-10) ◽  
pp. 343-357
Author(s):  
Adam Kuspa ◽  
Gad Shaulsky
Keyword(s):  
Cell Differentiation ◽  
Molecular Biology ◽  
Genetic Control ◽  
Dictyostelium Discoideum ◽  
University Of California ◽  
High Dimensional ◽  
Social Amoeba ◽  
The Social ◽  
The University ◽  
High Dimensional Datasets

William Farnsworth Loomis studied the social amoeba Dictyostelium discoideum for more than fifty years as a professor of biology at the University of California, San Diego, USA. This biographical reflection describes Dr. Loomis’ major scientific contributions to the field within a career arc that spanned the early days of molecular biology up to the present day where the acquisition of high-dimensional datasets drive research. Dr. Loomis explored the genetic control of social amoeba development, delineated mechanisms of cell differentiation, and significantly advanced genetic and genomic technology for the field. The details of Dr. Loomis’ multifaceted career are drawn from his published work, from an autobiographical essay that he wrote near the end of his career and from extensive conversations between him and the two authors, many of which took place on the deck of his beachfront home in Del Mar, California.

scholarly journals The Impact of Watching Television Sports Channels in Promotion of Sports Activities among the Students of University of Sargodha

2019 ◽  
Vol IV (I) ◽  
pp. 95-107
Author(s):  
Sajjad Ali ◽  
Muhammad Saqib Ilmas ◽  
Shajee Hassan
Keyword(s):  
Statistical Tests ◽  
Sampling Technique ◽  
Chi Square ◽  
Uses And Gratification ◽  
Uses And Gratification Theory ◽  
Chi Square Test ◽  
Set Up ◽  
The University ◽  
The Impact ◽  
Sports Activities

This study analyzes the impact of watching television sports channels on the promotion of sports activities among the students of the University of Sargodha. The aim of the study is to explore the impact of sports channels on students. Previous researches are used to set up the concepts of the present study. In this research, a survey technique is used to collect the data. The population of the study consists of male and female students of the University of Sargodha. In this research, the Stratified and Purposive sampling technique is used, through which specification characteristics of the respondent's demographics. The study explores the impact of sports channels in the view of Uses and Gratification Theory. The data for this study is collected through the use of a well-designed questionnaire. Chi-square test and other statistical tests like ANOVA and t-Test are applied to test the hypothesis. The finding shows that more the exposure to TV sports channels more the information level of students of the University of Sargodha.

scholarly journals Tax Literacy

2018 ◽  
Vol 66 (2) ◽  
pp. 553-559
Author(s):  
Michaela Moučková ◽  
Leoš Vítek
Keyword(s):  
Income Tax ◽  
Response Rate ◽  
Statistical Tests ◽  
Value Added ◽  
Practical Experience ◽  
Personal Income ◽  
Personal Income Tax ◽  
Two Factors ◽  
Tax Returns ◽  
The University

Presented paper focuses on measuring tax literacy among bachelor degree students at the University of Economics, Prague, along with analysis of the two factors that influence it. Based on the 150 collected questionnaires (63 % response rate), we measured tax literacy of students (personal income tax and VAT) and examined whether it depends on (i) previous passing of tax courses and (ii) previous practical experience with filing tax returns. More than half of the students were well to excellently-versed in tax matters, including those who have not completed any more advanced tax courses apart from the elementary tax course. For VAT, the results of statistical tests show that students’ knowledge depends on passing a more advanced course on consumption taxation. On the other hand, the link between experience with tax returns and results of tax literacy tests cannot be unambiguously confirmed or rejected. Within the first statistical test (personal income tax), it was established that students’ knowledge does not depend on previous filing of tax returns; the second test (value added tax) led to the opposite conclusion.

scholarly journals Projeto Primeiros Passos na Ciência: Rompendo barreiras sociais e estreitando laços entre a comunidade acadêmica e o Ensino Médio público

2020 ◽  
Vol 11 (1) ◽  
pp. 47-59
Author(s):  
Adna Suelen Dorigo ◽  
Allison Anjos ◽  
Ana Claudia Castro Marcato ◽  
Dayane Pires ◽  
Letícia Rocha Gonçalves ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Molecular Biology ◽  
Sao Paulo ◽  
Academic Community ◽  
Public High Schools ◽  
São Paulo ◽  
School Students ◽  
The University

No presente trabalho, visamos ampliar discussões acerca das diferentes faces da interação Universidade-Escola, com base na apresentação de relatos de experiências sobre o Projeto Primeiros Passos na Ciência e em reflexões teóricas sobre o contexto universitário, motivadas pela prática vivenciada. O projeto em questão foi desenvolvido por alunos de pós-graduação em Ciências Biológicas (Biologia Celular e Molecular) da UNESP, Campus de Rio Claro-SP em parceria com a Escola Estadual Prof. Marciano de Toledo Piza, de ensino médio, da cidade de Rio Claro, estado de São Paulo. Este projeto teve o objetivo de introduzir o aluno do Ensino Médio no cotidiano da pesquisa universitária na área de Biologia Celular e Molecular, com a expectativa de promover a aproximação destes alunos com o desenvolvimento do conhecimento científico e o ambiente universitário. Com a realização desse projeto, a Universidade teve a chance de adentrar no contexto dos alunos de Educação Básica, mais especificamente do Ensino Médio público. Esses novos conhecimentos podem criar a possibilidade de um futuro diferente, com mais conhecimentos científicos e instigando a reflexão a partir da rotina da Universidade e seu contexto. A experiência resultou na divulgação científica, no contato do aluno do Ensino Médio com o método científico e toda a técnica e objetividade que dele derivam, ampliando os laços comunidade-universidade. Palavras-chave: Educação; Extensão; Vivência; Experimento Científico   Project First Steps in Science: breaking social barriers and strengthening ties between the academic community and public high schools Abstract: In the present study, we intend to expand the discussion about different approaches of the University-School interaction, based on the presentation of an account of experiences with the First Steps in Science Project and theoretical reflections on the University context motivated by the lived experience. The project in question was developed by graduate students in Biological Sciences (Cell and Molecular Biology) at UNESP, Rio Claro/SP (Brazil), in partnership with Escola Estadual Prof. Marciano de Toledo Piza a public high school in the city of Rio Claro, State of São Paulo. This project had the objective of introducing high school students to the routine of university research in the area of Cell and Molecular Biology, with the expectation of promoting the approximation of these students with the development of scientific knowledge and the university environment. With the realization of this project, the University had the opportunity to better understand the primary education context of the students, specifically within public high schools. This new knowledge can create the possibility of a different future, with more scientific properties and instigating the reflection from the routine of the University and its context. The experience resulted in scientific dissemination, high school students' contact with the scientific method, and all the technique and objectivity derived from it, expanding community-university ties. Keywords: Education; Extension; Experience; Scientific Experiment  

scholarly journals РІВНІ ІНШОМОВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ СОЦІАЛЬНОЇ СФЕРИ

2019 ◽  
pp. 16-20
Author(s):  
Павелків К. М.
Keyword(s):  
Experimental Data ◽  
Foreign Language ◽  
Experimental Research ◽  
Point Of View ◽  
Language Training ◽  
Self Assessment ◽  
Language Competence ◽  
Social Sphere ◽  
Competence Level ◽  
The University

The article presents the results of experimental research of foreign language competence level of future social sphere specialist. The experimental data are compared with the results of students’ under study self-assessment of their foreign language competence level. The article shows the results of the influence of methodological system of foreign language training of future social sphere specialist on the increase of the level of foreign language competence among participants of experimental groups. Creative, medium, satisfactory and unsatisfactory levels of foreign language competence of future social sphere specialist are characterized from the point of view students’ reflexion. The research approves the effectiveness of pedagogical influences introduced at the forming stage of the experiment through approbation of the author’s methodical system of foreign language training in the university.

Students’ perceptions among foreign languages in the EHEA

2014 ◽  
Vol 6 (2) ◽  
pp. 205-214
Author(s):  
M. Isabel Sanchez-Hernandez ◽  
Dolores Gallardo-Vazquez ◽  
Beatriz Corchuelo Martinez-Azua
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Foreign Languages ◽  
Language Competence ◽  
Content Type ◽  
English Class ◽  
European Universities ◽  
Teachers And Students ◽  
European Higher Education ◽  
The University

Purpose – The purpose of this paper is to determine the students’ opinion on their proficiency in one or more foreign languages, and the importance they attribute to their foreign language competence because the adaptation to the European Higher Education Area (EHEA) implies the promotion of the mobility of teachers and students. Design/methodology/approach – A qualitative and quantitative approach conducted at the University of Extremadura in Spain. The method used was to triangulate the data resulting from three quite different procedures: promoting the participating students’ awareness of the issue through a seminar on the importance of mastering other languages and their relevance for graduate employability; inquiring into the students’ impressions when receiving an English class with a focus group; and a questionnaire on their opinions about the importance of proficiency in foreign languages. Findings – The findings highlight how teaching in English in European universities could bring real opportunities for the development of the EHEA. Furthermore, the development of foreign languages competences have to be a priority line of innovation in higher education in order to build a more meaningful relationship between education institutions and the European project. Research limitations/implications – The study is a first attempt to analyse the need to teach in English in European higher education institutions. Results are not completely generalizable because the study has been conducted in one university, in the field of social sciences in the branch of Economics and Business, and it has been examined only the views of students. Originality/value – The paper draws attention to the need for, and suggestions on how higher education institutions can be more aware to the needs of developing studentś English competences when designing programmes in the EHEA.

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