Undergraduate Students' Approaches to Learning Biology: A Systematic Review of the Literature

Autor/inn/en	Google, Angela N.; Gardner, Grant; Grinath, Anna S.
Titel	Undergraduate Students' Approaches to Learning Biology: A Systematic Review of the Literature
Quelle	In: Studies in Science Education, 59 (2023) 1, S.25-66 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Google, Angela N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7267
DOI	10.1080/03057267.2021.2004005
Schlagwörter	Undergraduate Students; Biology; Science Instruction; Learning Processes; Social Influences; Cultural Influences; Study Habits; Student Attitudes; Research Reports; Alignment (Education); Cognitive Style; Student Characteristics; Study Skills + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Sozialer Einfluss; Cultural influence; Kultureinfluss; Study behavior; Study behaviour; Studienverhalten; Schülerverhalten; Research report; Forschungsbericht; Cognitive styles; Kognitiver Stil; Studientechnik
Abstract	For decades, biology education researchers have made efforts towards engaging undergraduate students in the process of science and assisting students in their development of deep approaches to learning in the field. Research indicates that students who adopt deep approaches or study strategies make meaningful connections with course material and as a result have higher academic achievement. Studies have identified several factors that influence student's adoption of an approach to learning. Given the context-dependent nature of approaches to learning, there is a growing need to understand how students approach learning in a discipline-specific contexts. This systematic review resulted in the analysis of 34 empirical articles that examined how researchers have measured approaches to learning in the context of undergraduate biology, and how the findings of these reports shape our understanding of how students study biology. Implications of this work support a broader consideration for how socio-cultural factors influence student approaches to learning biology, a need for an increased use of mixed-methodological approaches to research, and a clearer alignment between course assessment and desired student approaches to learning biology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01