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Ovid D, Abrams L, Carlson T, Dieter M, Flores P, Frischer D, Goolish J, Bernt MLF, Lancaster A, Lipski C, Luna JV, Luong LMC, Mullin M, Newman MJ, Quintero C, Reis J, Robinson F, Ross AJ, Simon H, Souza G, Taylor J, Ward KE, White YL, Witkop E, Yang C, Zenilman A, Zhang E, Schinske JN, Tanner KD. Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments. CBE LIFE SCIENCES EDUCATION 2023; 22:ar22. [PMID: 36951935 PMCID: PMC10228265 DOI: 10.1187/cbe.22-07-0149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 12/02/2022] [Accepted: 02/13/2023] [Indexed: 06/02/2023]
Abstract
Based on theoretical frameworks of scientist stereotypes, possible selves, and science identity, written assignments were developed to teach science content through biographies and research of counter-stereotypical scientists-Scientist Spotlights (www.scientistspotlights.org). Previous studies on Scientist Spotlight assignments showed significant shifts in how college-level biology students relate to and describe scientists and in their performance in biology courses. However, the outcomes of Scientist Spotlight assignments in secondary schools were yet to be explored. In collaboration with 18 science teachers from 12 schools, this study assessed the impacts of Scientist Spotlight assignments for secondary school students. We used published assessment tools: Relatability prompt; Stereotypes prompt; and Performance/Competence, Interest, and Recognition (PCIR) instrument. Statistical analyses compared students' responses before and after receiving at least three Scientist Spotlight assignments. We observed significant shifts in students' relatability to and descriptions of scientists as well as other science identity measures. Importantly, disaggregating classes by implementation strategies revealed that students' relatability shifts were significant for teachers reporting in-class discussions and not significant for teachers reporting no discussions. Our findings raise questions about contextual and pedagogical influences shaping student outcomes with Scientist Spotlight assignments, like how noncontent Instructor Talk might foster student shifts in aspects of science identity.
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Affiliation(s)
- Dax Ovid
- Department of Physiology and Pharmacology, University of Georgia, Athens 30602
| | - L’vannah Abrams
- San Mateo High School–San Mateo Union High School District, San Mateo, CA 94401
| | - Tess Carlson
- Wallenberg High School–San Francisco Unified School District, San Francisco, CA 94115
| | - Mark Dieter
- Encinal Junior Senior High School–Alameda Unified School District, Alameda, CA 94501
| | - Paulos Flores
- Department of Biology, Foothill College, Los Altos Hills, CA 94022
| | - David Frischer
- Abraham Lincoln High School–San Francisco Unified School District, San Francisco, CA 94116
| | - Jolie Goolish
- Department of Biology, Foothill College, Los Altos Hills, CA 94022
- Saint Mary's University of Minnesota, Minneapolis, MN 55404
| | | | - Amber Lancaster
- Wallenberg High School–San Francisco Unified School District, San Francisco, CA 94115
| | - Christopher Lipski
- Hillsdale High School–San Mateo Union High School District, San Mateo, CA 94403
| | - Joshua Vargas Luna
- Department of Biology, San Francisco State University, San Francisco, CA 94132
| | - Lucy M. C. Luong
- Department of Biology, San Francisco State University, San Francisco, CA 94132
| | - Marlene Mullin
- Eastside College Preparatory School–Ravenswood School District, Palo Alto, CA 94303
| | - Mia Janelle Newman
- K. International School Tokyo–Tokyo Metropolitan, Koto City, Tokyo 135-0021, Japan
| | - Carolina Quintero
- Department of Biology, San Francisco State University, San Francisco, CA 94132
| | - Julie Reis
- Abraham Lincoln High School–San Francisco Unified School District, San Francisco, CA 94116
| | - Freja Robinson
- Lowell High School–San Francisco Unified School District, San Francisco, CA 94132
| | - Allison James Ross
- Hillsdale High School–San Mateo Union High School District, San Mateo, CA 94403
| | - Hilary Simon
- Department of Biology, Foothill College, Los Altos Hills, CA 94022
| | - Gianne Souza
- Abraham Lincoln High School–San Francisco Unified School District, San Francisco, CA 94116
| | - Jess Taylor
- Department of Biology, Foothill College, Los Altos Hills, CA 94022
- Cornell University, Ithaca, NY 14850
| | - Katherine E. Ward
- Aragon High School–San Mateo Union High School District, San Mateo, CA 94402
| | | | - Emily Witkop
- Hillsdale High School–San Mateo Union High School District, San Mateo, CA 94403
| | - Christine Yang
- Chaffey High School–Chaffey Joint Union High School District, Ontario, CA 91762
| | - Aliza Zenilman
- San Mateo High School–San Mateo Union High School District, San Mateo, CA 94401
| | - Eddie Zhang
- Department of Biology, Foothill College, Los Altos Hills, CA 94022
| | | | - Kimberly D. Tanner
- Department of Biology, San Francisco State University, San Francisco, CA 94132
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Aikens ML, Kulacki AR. Identifying Group Work Experiences That Increase Students' Self-Efficacy for Quantitative Biology Tasks. CBE LIFE SCIENCES EDUCATION 2023; 22:ar19. [PMID: 36862802 PMCID: PMC10228271 DOI: 10.1187/cbe.22-04-0076] [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: 04/15/2022] [Revised: 01/27/2023] [Accepted: 02/06/2023] [Indexed: 06/02/2023]
Abstract
Quantitative skills are a critical competency for undergraduates pursuing life science careers. To help students develop these skills, it is important to build their self-efficacy for quantitative tasks, as this ultimately affects their achievement. Collaborative learning can benefit self-efficacy, but it is unclear what experiences during collaborative learning build self-efficacy. We surveyed introductory biology students about self-efficacy-building experiences they had during collaborative group work on two quantitative biology assignments and examined how students' initial self-efficacy and gender/sex related to the experiences they reported. Using inductive coding, we analyzed 478 responses from 311 students and identified five group work experiences that increased students' self-efficacy: accomplishing the problems, getting help from peers, confirming answers, teaching others, and consulting with a teacher. Higher initial self-efficacy significantly increased the odds (odds ratio: 1.5) of reporting that accomplishing the problems benefited self-efficacy, whereas lower initial self-efficacy significantly increased the odds (odds ratio: 1.6) of reporting peer help benefited self-efficacy. Gender/sex differences in reporting peer help appeared to be related to initial self-efficacy. Our results suggest that structuring group work to facilitate collaborative discussions and help-seeking behaviors among peers may be particularly beneficial for building self-efficacy in low self-efficacy students.
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Affiliation(s)
- Melissa L. Aikens
- Department of Biological Sciences, University of New Hampshire, Durham, NH 03824
| | - Alexander R. Kulacki
- Department of Biological Sciences, University of New Hampshire, Durham, NH 03824
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Casper AMA, Rebolledo N, Lane AK, Jude L, Eddy SL. "It's completely erasure": A Qualitative Exploration of Experiences of Transgender, Nonbinary, Gender Nonconforming, and Questioning Students in Biology Courses. CBE LIFE SCIENCES EDUCATION 2022; 21:ar69. [PMID: 36112619 PMCID: PMC9727607 DOI: 10.1187/cbe.21-12-0343] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
Biology is the study of the diversity of life, which includes diversity in sex, gender, and sexual, romantic, and related orientations. However, a small body of literature suggests that undergraduate biology courses focus on only a narrow representation of this diversity (binary sexes, heterosexual orientations, etc.). In this study, we interviewed students with queer genders to understand the messages about sex, gender, and orientation they encountered in biology and the impact of these messages on them. We found five overarching themes in these interviews. Students described two narratives about sex, gender, and orientation in their biology classes that made biology implicitly exclusionary. These narratives harmed students by impacting their sense of belonging, career preparation, and interest in biology content. However, students employed a range of resilience strategies to resist these harms. Finally, students described the currently unrealized potential for biology and biology courses to validate queer identities by representing the diversity in sex and orientation in biology. We provide teaching suggestions derived from student interviews for making biology more queer-inclusive.
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Affiliation(s)
- A. M. Aramati Casper
- Department of Biology, Department of Civil and Environmental Engineering & Graduate Degree Program in Ecology, Colorado State University, Fort Collins, CO 80523-1372
| | - Nico Rebolledo
- Department of Biological Sciences, Florida International University, Miami, FL 33199
| | - A. Kelly Lane
- Biology Teaching and Learning, Minneapolis, MN 55455
| | | | - Sarah L. Eddy
- Department of Biological Sciences, Florida International University, Miami, FL 33199
- *Address correspondence to: Sarah L. Eddy ()
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