Despite Similar Perceptions and Attitudes, Postbaccalaureate Students Outperform in Introductory Biology and Chemistry Courses

Autor/inn/en	Shortlidge, Erin E.; Rain-Griffith, Liz; Shelby, Chloe; Shusterman, Gwendolyn P.; Barbera, Jack
Titel	Despite Similar Perceptions and Attitudes, Postbaccalaureate Students Outperform in Introductory Biology and Chemistry Courses
Quelle	In: CBE - Life Sciences Education, 18 (2019) 1, Artikel 3 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Introductory Courses; Science Instruction; Active Learning; Biology; Chemistry; Student Attitudes; Cues; Student Interests; Learning Processes; Learning Strategies; Course Content; Comparative Analysis; Science Achievement; Disproportionate Representation; Minority Group Students; Classroom Environment; Teaching Methods; Correlation; Commuter Colleges; Nontraditional Students; Audience Response Systems; Graduate Students; Undergraduate Students; College Transfer Students; Student Characteristics; Science Tests; Oregon (Portland) + Suchen Sie Ihr Suchwort? Einführungskurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Biologie; Chemie; Schülerverhalten; Stichwort; Studieninteresse; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kursprogramm; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	Embedding active learning is a common mechanism for meeting science, technology, engineering, and mathematics (STEM) education reform goals. Researchers have identified student benefits from such strategies, yet these benefits may not be universal for all students. We sought to identify how students at a nontraditional university perceive introductory biology and chemistry courses, and whether perceptions relate to course type, performance, or student status. We surveyed students (n = 601) using open-ended prompts regarding their perceptions of factors that impact their learning and interest, and about specific learning strategies. Generally, students did not differ in what influenced their learning or interest in course content, and students mostly perceived active learning positively. Attitudes toward active learning did not correlate to final course scores. Despite similar perceptions and attitudes, performance differed significantly among student groups--postbaccalaureates outperformed all others, and traditional-age students outperformed non-traditional-age students. We found that, even with active learning, underrepresented minority students underperformed compared to their peers, yet differentially benefited from nonsummative course factors. Although students generally perceive classroom environments similarly, undetected factors are influencing performance among student groups. Gaining a better understanding of how classroom efforts impact all of our students will be key to moving beyond supposing that active learning simply "works." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01