Brief, Written Reflections Improve Interest of Introductory Animal Science Undergraduates

Autor/inn/en	Erickson, MaryGrace; Wattiaux, Michel A.; Marks, Danielle; Karcher, Elizabeth L.
Titel	Brief, Written Reflections Improve Interest of Introductory Animal Science Undergraduates
Quelle	In: CBE - Life Sciences Education, 20 (2021) 2, Artikel 28 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Reflection; Writing Assignments; Introductory Courses; Animal Husbandry; Agricultural Education; Veterinary Medicine; Student Interests; Relevance (Education); Value Judgment; Undergraduate Students + Suchen Sie Ihr Suchwort? Einführungskurs; Tierhaltung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Tiermedizin; Studieninteresse; Relevance; Relevanz; Werturteil
Abstract	In addition to stimulating interest through experiential means, educators can support interest development through structured reflection. Our randomized controlled intervention study assessed the effectiveness of 10-minute written utility-value reflections designed to enhance the interest of introductory animal science students. During the Spring 2019 semester, we randomly assigned participating students into two blocks, utility-value reflection (n = 39) and control (n = 34), at the beginning of the course. In week 6 during the 16-week semester, students completed corresponding tasks: either written reflections on the personal value of course laboratory material or a control picture-summarization task. Results showed that the utility-value reflection intervention tended to improve situational interest and was most effective for students with low pretest individual interest. Neither the intervention nor the interest variable predicted course performance. In utility-value reflection responses, we catalogued themes aligned with a range of task-value components beyond utility-value. Our results reinforce previous work indicating that utility-value reflections support low individual interest students in developing academic motivation. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01