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Hu SG, Wang WY, Wang XX, Yin YM. Assessing the intention to accept inquiry-based teaching pedagogy among Chinese university students: an extension of technology acceptance model. Front Psychol 2024; 15:1265047. [PMID: 38323156 PMCID: PMC10846640 DOI: 10.3389/fpsyg.2024.1265047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 01/08/2024] [Indexed: 02/08/2024] Open
Abstract
Introduction Due to the limitations of traditional didactic teaching, inquiry-based teaching has attracted increasing attention and has become an important content of curriculum teaching reform in college education. Nevertheless, it is vital to investigate students' subjective acceptance of inquiry-based instruction and its influencing factors before inquiry-based teaching methods are widely implemented. Methods In light of this, taking into account the psychological factors of students, an acceptance model of inquiry-based teaching pedagogy was established based on the extended technology acceptance model (TAM). Three additional variables, namely self-efficacy, implementation quality, and risk perception, were incorporated into the TAM. Firstly, subjective evaluation data of the influencing factors of inquiry teaching acceptance were obtained through a network questionnaire survey from university students in Guangdong, China, using snowball sampling and convenient sampling. A total of 485 valid questionnaires were retrieved, with an effective response rate of 88.2%. Then, internal consistency and reliability, convergent validity and discriminant validity of the model and its hypothesis were tested with reliability and validity tests. Finally, path analysis was used to examine key determinants of students' acceptance of inquiry teaching and moderators. Results Results indicated that the constructed model can explain the acceptability of inquiry teaching for college students by 88.6%; Attitude has a positive significant impact on behavioral intention; Perceived ease of use indirectly affects behavioral intention through perceived usefulness, while perceived usefulness indirectly affects behavioral intention through attitude; self-efficacy not only directly affects behavioral intention but also indirectly affects behavioral intention through implementation quality; implementation quality indirectly affects behavioral intention through perceived usefulness and attitude; students' risk perception of inquiry-based teaching has no negative impact on behavioral intention. Conclusion Overall, this study has implications for policymakers, teachers or learners in terms of the implementation and promotion of inquiry-based teaching in college classroom.
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Affiliation(s)
| | | | - Xiao-Xia Wang
- School of Civil and Transportation Engineering, Guangdong University of Technology, Guangzhou, China
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Lee ZW. Life Sciences undergraduate students' preferences on online learning. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:446-450. [PMID: 37129209 DOI: 10.1002/bmb.21738] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Revised: 03/07/2023] [Accepted: 04/11/2023] [Indexed: 05/03/2023]
Abstract
Online learning is implemented in response to emergency remote teaching during global pandemic. We conducted a survey on Life Sciences undergraduate students on their preferences on mode of lesson delivery, mode of learning and learning activities. Students across different study years responded in a similar order ranking blended learning delivery as highly favorable. The survey gathered insightful understandings on Life Sciences undergraduates' learning preferences on online learning which inform future purposeful learning design taking student's preferences into consideration.
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Affiliation(s)
- Zheng-Wei Lee
- Department of Biochemistry, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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Hsu JL, Dudley L. Characterizing First-Year Biology Majors' Motivations and Perceptions of the Discipline. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:e00134-22. [PMID: 36532213 PMCID: PMC9753663 DOI: 10.1128/jmbe.00134-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/11/2022] [Accepted: 08/24/2022] [Indexed: 06/17/2023]
Abstract
Understanding why students choose to major in biology provides important insight into the motivations of biology majors. It is similarly important to investigate how biology majors perceive the discipline, including associated activities, such as independent research, which can influence students' interests in the field and likelihood to persist in science, engineering, technology, and math. However, there has been little work done examining biology student motivations and perceptions, particularly at non-research-intensive universities or after the COVID-19 pandemic started. To address this gap, we surveyed the first-year cohort of biology majors at a private, comprehensive university. We found that students largely reported choosing the major because of interest in the field and/or the fact that the major would prepare them for specific careers. We also found that students had skewed conceptions of several major subdisciplines of biology (ecology and evolution; cell and molecular biology; and anatomy and physiology). Finally, most students reported not knowing what independent research is or presented naive conceptions of research. Our work offers a characterization of how first-year students at our university perceive the discipline, and we conclude by discussing changes that our program has made to address these results as well as implications for instructors and biology administrators.
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Affiliation(s)
- Jeremy L. Hsu
- Schmid College of Science and Technology, Chapman University, Orange, California, USA
| | - Lauren Dudley
- Schmid College of Science and Technology, Chapman University, Orange, California, USA
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Hsu JL, Rowland-Goldsmith M, Schwartz EB. Student Motivations and Barriers toward Online and In-Person Office Hours in STEM Courses. CBE LIFE SCIENCES EDUCATION 2022; 21:ar68. [PMID: 36125927 PMCID: PMC9727601 DOI: 10.1187/cbe.22-03-0048] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Revised: 08/09/2022] [Accepted: 08/11/2022] [Indexed: 06/15/2023]
Abstract
Office hours are one of the most common support mechanisms found in courses. Despite the prevalence of office hours in life sciences classes, there has been little investigation of how science, technology, engineering, and math (STEM) students perceive office hours, particularly at non-research intensive universities or other institutions where a majority of students attend office hours. We surveyed more than 500 students, representing most life sciences majors at a comprehensive university, to investigate their motivations and barriers for attending office hours. We then compared instructors' perceptions to students' conceptions of office hours. We identified key themes in student and instructor comments using inductive, grounded theory, finding that students view a more limited range of benefits for office hours than instructors. Students likewise cited a larger number of barriers for attending than instructors perceived. In addition, while there were minimal differences in rates of office hours attendance and perception of office hours based on key demographic factors, we identify areas where students of different class years and gender perceive differences, suggesting areas of future research. Finally, we explored students' views of in-person versus online office hours, providing insight for instructors to better reach all students.
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Affiliation(s)
- Jeremy L. Hsu
- Schmid College of Science and Technology, Chapman University, Orange, CA 92866
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Anwar YAS, Muti'ah M. Exploration of critical thinking and self-regulated learning in online learning during the COVID-19 pandemic. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2022; 50:502-509. [PMID: 35856705 PMCID: PMC9349432 DOI: 10.1002/bmb.21655] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/29/2021] [Revised: 06/13/2022] [Accepted: 07/08/2022] [Indexed: 06/15/2023]
Abstract
An in-depth analysis of today's online biochemistry learning is required to ensure better learning in the future. As a skill that students need to enter the world of work, critical thinking remains a goal in higher education. To develop critical thinking, students need to self-regulate by developing their self-regulated learning (SRL). This study aims to analyze students' critical thinking and SRL during online biochemistry learning. The research sample comprises 54 University of Mataram students. The data on critical thinking and SRL were gathered using tests and questionnaires. Supporting data were collected from observations on the Moodle platform, which was used as a learning tool during the learning process, and free-response data. The results revealed low average scores for three components of the students' critical thinking in online biochemistry learning, namely hypothesis testing, developing conclusions and argument analysis. Among the indicators, metacognitive skill had the highest average score and help seeking had the lowest average score in the SRL measurement. Students' low critical thinking in online biochemistry learning may be caused by a lack of student-student interaction.
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Affiliation(s)
- Yunita Arian Sani Anwar
- Study Program of Chemistry Education, Faculty of Teacher Training and EducationUniversitas MataramMataramIndonesia
| | - Muti'ah Muti'ah
- Study Program of Chemistry Education, Faculty of Teacher Training and EducationUniversitas MataramMataramIndonesia
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Larson JG, Crowell HL, Walsh LL, Davis Rabosky AR. The Batrachian Barf Bowl: An authentic research experience using ecological data from frog diets. Ecol Evol 2022; 12:e9095. [PMID: 35866014 PMCID: PMC9288929 DOI: 10.1002/ece3.9095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2022] [Revised: 05/17/2022] [Accepted: 06/22/2022] [Indexed: 11/22/2022] Open
Abstract
Authentic research experiences (AREs) are a powerful strategy for inspiring and retaining students in science, technology, engineering, and math (STEM) fields. However, recent demand for virtual learning has emphasized the need for remote AREs that also foster a sense of community and interpersonal connections among participants. Here, we describe an ARE activity that leverages digitized diet data from natural history collections to provide students with collaborative research experience across any learning environment. Using magnified photographs of frog stomach contents collected in the Peruvian Amazon, we designed an open-source "bowl game" competition that challenges students to identify, measure, and compare diet items across vouchered frog specimens ("Batrachian Barf Bowl"). To demonstrate learning outcomes, we ran this activity with 39 herpetology class students from the University of Notre Dame and the University of Michigan. We used pre- and post-activity assessments to evaluate effectiveness, scientific accuracy of results, and impact on student well-being. With minimal preparation and training in invertebrate identification, students were successful in identifying hundreds of frog diet items to taxonomic order, although accuracy varied among clades (global accuracy ~70%). While we found no difference in science identity, community, or self-efficacy between the two institutions at either time point (pre- and post-activity), we found that well-being was significantly higher for both sets of students after the activity. Overall, this approach offers a model for combining active learning with museum collections to provide experiential research opportunities that highlight the power of scientific collaboration.
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Affiliation(s)
- Joanna G. Larson
- Department of Ecology and Evolutionary Biology and Museum of ZoologyUniversity of MichiganAnn ArborMichiganUSA
- Department of Biological SciencesUniversity of Notre DameNotre DameIndianaUSA
| | - Hayley L. Crowell
- Department of Ecology and Evolutionary Biology and Museum of ZoologyUniversity of MichiganAnn ArborMichiganUSA
| | - Lisa L. Walsh
- Education Research & OutreachDonald Danforth Plant Science CenterSt. LouisMissouriUSA
| | - Alison R. Davis Rabosky
- Department of Ecology and Evolutionary Biology and Museum of ZoologyUniversity of MichiganAnn ArborMichiganUSA
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Watts J, Crippen KJ, Payne C, Imperial L, Veige M. The varied experience of undergraduate students during the transition to mandatory online chem lab during the initial lockdown of the COVID-19 pandemic. DISCIPLINARY AND INTERDISCIPLINARY SCIENCE EDUCATION RESEARCH 2022; 4:14. [PMID: 37520632 PMCID: PMC9006209 DOI: 10.1186/s43031-022-00055-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/16/2021] [Accepted: 03/28/2022] [Indexed: 08/01/2023]
Abstract
The radical global shift to online teaching that resulted from the initial lockdown of the COVID-19 pandemic forced many science educators into the predicament of translating courses, including teaching laboratories, that were based upon face-to-face or practical goals and conventions into ones that could be delivered online. We used this phenomenon at the scale of a research-intensive, land-grant public institution to understand the various ways that the switch was experienced by a large cohort of 702 undergraduate students taking General Chemistry Laboratory. Data was collected over 3 weeks with identical surveys involving four prompts for open-ended responses. Analysis involved sequential explanatory mixed methods where topic modeling, a machine learning technique, was used to identify 21 topics. As categories of experience, these topics were defined and further delineated into 52 dimensions by inductive coding with constant comparison. Reported strengths and positive implications tie predominantly to the topics of Time Management Across a Lab Activity and a Critique of Instruction. Consistent with other reports of teaching and learning during the pandemic, participants perceived Availability of the Teaching Assistant for Help as a positive implication. Perceptions of weakness were most associated with Having to Work Individually, the Hands On Experience, a Critique of Instruction, and Learning by Doing. Hands on Experience, which was interpreted as the lack thereof, was the only topic made up nearly entirely of weaknesses and negative implications. The topic of Learning by Doing was the topic of greatest occurrence, but was equally indicated as strengths, positive implication, weakness, and negative implication. Ramifications are drawn from the weaknesses indicated by students who identified as members of an underrepresented ethnic minority. The results serve as a reminder that the student experience must be the primary consideration for any educational endeavor and needs to continue as a principal point of emphasis for research and development for online science environments.
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Affiliation(s)
- Joseph Watts
- University of Florida, School of Teaching and Learning, PO Box 117048, Gainesville, FL 32611 USA
| | - Kent J. Crippen
- University of Florida, School of Teaching and Learning, PO Box 117048, Gainesville, FL 32611 USA
| | - Corey Payne
- University of Florida, School of Teaching and Learning, PO Box 117048, Gainesville, FL 32611 USA
| | - Lorelie Imperial
- University of Florida, School of Teaching and Learning, PO Box 117048, Gainesville, FL 32611 USA
| | - Melanie Veige
- University of Florida, School of Teaching and Learning, PO Box 117048, Gainesville, FL 32611 USA
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Instructional Innovations in College-Level Molecular Bioscience Labs during the Pandemic-Induced Shift to Online Learning. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12040230] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The COVID-19 pandemic ushered in an unprecedented period of both crisis and innovation in higher education. The shift to an online learning environment was particularly problematic for courses in which students learn disciplinary practices. Scientific practice requires hands-on training and collaborative engagement with instructors and peers, dimensions of the learning environment that were challenging to recreate online. Here, we describe the resulting instructional innovations and challenges experienced in shifting multiple undergraduate- and graduate-level molecular bioscience labs, including Genetics, Cell Biology, Bioinformatics, and Advanced Microscopy, to an online learning environment. Instructors pursued novel approaches, techniques, and at-home lab tools with varying success. Many innovations were retained after the transition back to an in-person learning environment because they uniquely supported previously overlooked aspects of student learning. Consistent with other reports, we found that marginalized students pursuing science were disproportionately burdened by COVID-19 and the shift to an online learning environment. A description of what worked for online learning, what didn’t, and what is worth holding onto in the future is valuable for constructing learning environments that effectively support learners in their disciplinary practice.
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Muth LT, Jenkins Sánchez LR, Claus S, Salvador Lopez JM, Van Bogaert I. A toolbox for digitally enhanced teaching in synthetic biology. FEMS Microbiol Lett 2021; 368:fnab115. [PMID: 34472608 PMCID: PMC8499960 DOI: 10.1093/femsle/fnab115] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Accepted: 08/23/2021] [Indexed: 12/23/2022] Open
Abstract
The global pandemic of COVID-19 has forced educational provision to suddenly shift to a digital environment all around the globe. During these extraordinary times of teaching and learning both the challenges and the opportunities of embedding technologically enhanced education permanently became evident. Even though reinforced by constraints due to the pandemic, teaching through digital tools increases the portfolio of approaches to reach learning outcomes in general. In order to reap the full benefits, this Minireview displays various initiatives and tools for distance education in the area of Synthetic Biology in higher education while taking into account specific constraints of teaching Synthetic Biology from a distance, such as collaboration, laboratory and practical experiences. The displayed teaching resources can benefit current and future educators and raise awareness about a diversified inventory of teaching formats as a starting point to reflect upon one's own teaching and its further advancement.
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Affiliation(s)
- Liv Teresa Muth
- Department of Biotechnology, Centre for Synthetic Biology, Ghent University, Coupure Links 653, 9000 Ghent, Belgium
| | - Liam Richard Jenkins Sánchez
- Department of Biotechnology, Centre for Synthetic Biology, Ghent University, Coupure Links 653, 9000 Ghent, Belgium
| | - Silke Claus
- Department of Biotechnology, Centre for Synthetic Biology, Ghent University, Coupure Links 653, 9000 Ghent, Belgium
| | - José Manuel Salvador Lopez
- Department of Biotechnology, Centre for Synthetic Biology, Ghent University, Coupure Links 653, 9000 Ghent, Belgium
| | - Inge Van Bogaert
- Department of Biotechnology, Centre for Synthetic Biology, Ghent University, Coupure Links 653, 9000 Ghent, Belgium
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