Exploring Students' Perceptions of Science and Inquiry in a Reform-Based Undergraduate Biology Course

Autor/inn/en	Kazempour, Mahsa; Amirshokoohi, Aidin; Harwood, William
Titel	Exploring Students' Perceptions of Science and Inquiry in a Reform-Based Undergraduate Biology Course
Quelle	In: Journal of College Science Teaching, 42 (2012) 2, S.38-43 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Student Attitudes; Biology; Undergraduate Students; Inquiry; Science Education; Science Instruction; College Freshmen; Grouping (Instructional Purposes); Interviews; Science Curriculum; Scientists; Higher Education; Qualitative Research; Educational Change; Learner Engagement; Scientific Methodology + Suchen Sie Ihr Suchwort? Schülerverhalten; Biologie; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studienanfänger; Grouping; Gruppenbildung; Interviewing; Interviewtechnik; Scientist; Wissenschaftler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Bildungsreform
Abstract	This study is part of ongoing research investigating the experiences of undergraduate students who enroll in an integrated inquiry-based biology program during their freshman year. The purpose of this study was to explore students' perspectives on the program and their perceptions of science and scientific inquiry after completing the program. Five students from the first cohort of students enrolled in the program were interviewed at the end of their second year and 17 students from the second cohort were interviewed at the beginning and end of their first year. Students were asked how the program differed from their other science courses, what they learned about science as a result of enrolling in the program, and how the program prepared them for future science courses and research. Qualitative methods were used to analyze the data and identify students' views. Analysis indicated that students had an overwhelmingly positive experience in the program, viewing it as a more effective way to learn science and an excellent preparation for future science endeavors. As a result of embarking on inquiry projects themselves, they had a greater understanding of the process of science and the type of work done by scientists. (Contains 2 figures.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10