Quantitative Skills as a Graduate Learning Outcome of University Science Degree Programmes: Student Performance Explored through the "Planned-Enacted-Experienced" Curriculum Model

Autor/inn/en	Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn
Titel	Quantitative Skills as a Graduate Learning Outcome of University Science Degree Programmes: Student Performance Explored through the "Planned-Enacted-Experienced" Curriculum Model
Quelle	In: International Journal of Science Education, 38 (2016) 11, S.1785-1799 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1215568
Schlagwörter	Mathematics Skills; College Science; Biological Sciences; College Outcomes Assessment; College Seniors; Mathematics Achievement; Mathematics Tests; Confidence Testing; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Abwasserbiologie; College; Colleges; Senior; Hochschule; Fachhochschule; Mathmatics sikills; Mathematical ability; Ausland; Australien
Abstract	Application of mathematical and statistical thinking and reasoning, typically referred to as quantitative skills, is essential for university bioscience students. First, this study developed an assessment task intended to gauge graduating students' quantitative skills. The Quantitative Skills Assessment of Science Students (QSASS) was the result, which examined 10 mathematical and statistical sub-topics. Second, the study established an evidential baseline of students' quantitative skills performance and confidence levels by piloting the QSASS with 187 final-year biosciences students at a research-intensive university. The study is framed within the planned-enacted-experienced curriculum model and contributes to science reform efforts focused on enhancing the quantitative skills of university graduates, particularly in the biosciences. The results found, on average, weak performance and low confidence on the QSASS, suggesting divergence between academics' intentions and students' experiences of learning quantitative skills. Implications for curriculum design and future studies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01