Different but Equal? How Nonmajors and Majors Approach and Learn Genetics

Autor/inn/en	Knight, Jennifer K.; Smith, Michelle K.
Titel	Different but Equal? How Nonmajors and Majors Approach and Learn Genetics
Quelle	In: CBE - Life Sciences Education, 9 (2010) 1, S.34-44 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.09-07-0047
Schlagwörter	Nonmajors; Majors (Students); Fundamental Concepts; Genetics; Instructional Effectiveness; Biology; Introductory Courses; Science Instruction; College Science; Comparative Analysis; Student Attitudes; Student Evaluation; Study Habits; Science Achievement; Student Motivation; Student Interests; Beliefs; Relevance (Education); Grades (Scholastic); Knowledge Level; Pretests Posttests; Colorado + Suchen Sie Ihr Suchwort? Grundlagenplan; Konzept; Humangenetik; Unterrichtserfolg; Biologie; Einführungskurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Schulnote; Studentische Bewertung; Study behavior; Study behaviour; Studienverhalten; Schulische Motivation; Studieninteresse; Belief; Glaube; Relevance; Relevanz; Notenspiegel; Wissensbasis
Abstract	Introductory biology courses are frequently offered separately to biology majors and nonbiology majors, with the assumption that the two groups of students are different enough to merit different courses. To assess the evidence behind this assumption, we compared students in two different genetics classes at the University of Colorado-Boulder, one class for nonscience majors (nonmajors) and the other class for biology majors and students planning a biology-related career (majors), to see whether these two groups of students were fundamentally different in performance and attitudes. To measure content knowledge, we administered identical assessments to both groups of students during the semester: a validated pre- and postcontent assessment (Genetics Concept Assessment), ungraded quizzes after problem-solving sessions, and questions on each exam. We measured attitudes, study time, and study techniques through online surveys. Majors outperformed nonmajors on content assessments, finishing with significantly higher learning gains. Nonmajors and majors also differed in their motivation, interest, study time, and expert-level of beliefs. We suggest that focusing on the process of science and its connection to students' lives will better engage and motivate nonmajors while still helping them learn the fundamental concepts of genetics. (Contains 3 tables and 7 figures.) (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	2017/4/10