Disconnections between Teacher Expectations and Student Confidence in Bioethics

Autor/inn/en	Hanegan, Nikki L.; Price, Laura; Peterson, Jeremy
Titel	Disconnections between Teacher Expectations and Student Confidence in Bioethics
Quelle	In: Science & Education, 17 (2008) 8-9, S.921-940 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-007-9122-6
Schlagwörter	Ethics; Student Attitudes; Self Efficacy; Decision Making; College Students; College Science; Student Surveys; Cognitive Style; Scientific Literacy; College Faculty; Teacher Expectations of Students; Persuasive Discourse; Science Achievement; Biology; Data Analysis; Science Teachers; Teaching Methods; Controversial Issues (Course Content); Social Problems; Science Instruction; Science Curriculum + Suchen Sie Ihr Suchwort? Ethik; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Decision-making; Entscheidungsfindung; Collegestudent; Schülerbefragung; Cognitive styles; Kognitiver Stil; Fakultät; Persuasion; Persuasive Kommunikation; Biologie; Auswertung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Controversial issues; Kontroverse; Social problem; Soziales Problem; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students' general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others' viewpoints. Research has shown that science teachers' expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course (n = 111) and by faculty in the College of Biology and Agriculture faculty (n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students' perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students' preferred learning styles and the general faculty's common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors' expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10