Effects of a Research-Infused Botanical Curriculum on Undergraduates’ Content Knowledge, STEM Competencies, and Attitudes toward Plant Sciences

Ward, Jennifer Rhode; Clarke, H. David; Horton, Jonathan L.

doi:10.1187/cbe.13-12-0231

Cited by 52 publications

(44 citation statements)

References 71 publications

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“…En nuestra experiencia se ha logrado que la totalidad de los estudiantes asistieran con entusiasmo a las tres sesiones de laboratorio que abarcó la práctica, donde el 92% de los estudiantes alcanzaron calificaciones superiores al aprobado. Se destaca que Ward et al (2014) emplearon estrategias de aprendizaje híbridas basadas en enseñanza-investigación vinculando los departamentos de Biología y Matemáticas, existiendo ganancias significativas en conocimiento por parte de los estudiantes en las asignaturas impartidas por el departamento de Biología, particularmente en un mayor entendimiento de los conceptos básicos botánicos; desarrollando habilidades en generar y validar hipótesis, analizar datos estadístico y en comunicación científica. El método de la clase invertida también se ha aplicado con éxitos en otras ramas de las ciencias interrelacionadas con las Ciencias Biológicas.…”

Section: Discussionunclassified

Práctica de Laboratorio de Granos de Almidón en un Curso de Universitario de Botánica General: una Experiencia de Clase Invertida

Rivero-Guerra¹

2018

Form. Univ.

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ResumenSe diseña material propio para el proceso de enseñanza-aprendizaje de las técnicas de análisis de granos de almidón en el contexto universitario de la asignatura Botánica General, y se valora la experiencia educativa mediante el modelo pedagógico de clase invertida. El estudio incluye a 150 participantes de las carreras de Biología y Ciencias Farmacéuticas de la Universidad de Cartagena, Colombia. Los estudiantes muestran una opinión muy favorable de la práctica de laboratorio, avalando el enfoque empleado. Se han logrado los objetivos propuestos, favoreciendo el aprendizaje conceptual que se refleja en las calificaciones. Se ha logrado fomentar en los estudiantes el aprendizaje activo y autónomo, y el pensamiento crítico y complejo. Palabras claves: botánica; clase invertida; granos de almidón; percepción de los estudiantes; práctica de laboratorio Laboratory Practice of Starch Grains in a University General Botany course: a Flipped Classroom Experience AbstractSpecific material was designed to teach and learn how to analyse starch grains in the context of a university General Botany course. The educational experience has been assessed through the Flipped Classroom approach. The study includes 150 participants from the departments of Biology and Pharmaceutical Sciences of the University of Cartagena, Colombia. The students had a favourable opinion about the laboratory practice regarding the Flipped Classroom approach. The experience achieved the proposed teaching objectives and the learning outcome was favorable, resulting in good lab practice scores. Active and independent learning has been promoted among students as well as complex and critical thinking. Keywords: botany; flipped classroom; starch grains; student perception; laboratory practiceFormación Universitaria Vol. 11(1), 87-104 (2018) http://dx.doi.org/10.4067/S0718-50062018000100087 Práctica de Laboratorio de Granos de Almidón en un Curso de Universitario de BotánicaRivero-Guerra 88Formación Universitaria Vol. 11 Nº 1 -2018 INTRODUCCIÓNEl aprendizaje tiene un carácter ubicuo (Burbules, 2012; Pozo y Monereo, 2010) y la sociedad genera nuevas demandas de formación y educación para la ciudadanía las cuales son asumidas por todos los niveles educativos imperantes (Perry, 2013;Zimmerman, 2002). Siendo los profesores y estudiantes sujetos activos de las nuevas tareas y de las acciones a realizar (Butler y Schnellert, 2012), principalmente en el saber hacer; resaltando la importancia del conocimiento previo, vinculando lo aprendido con el nuevo que se adquiere; enfatizando en la motivación de los estudiantes para el éxito del proceso de aprendizaje, estableciendo metas y competencias de aprendizaje en lugar de metas de rendimiento. El estudiante adquiere un rol de gestor de los procesos cognitivos que conlleva el aprendizaje autónomo, controlando todo el proceso. Dicha labor de gestión implica la planificación, control y dirección de los procesos cognitivos hacia una meta, las cuales deben de efectuarse con concentración, esfuerzo y motivación. Don...

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Section: Discussionunclassified

Práctica de Laboratorio de Granos de Almidón en un Curso de Universitario de Botánica General: una Experiencia de Clase Invertida

Rivero-Guerra¹

2018

Form. Univ.

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“…These research experiences have been shown to benefit both students and the instructors of the CUREs (45, 54, 55). As such, CUREs are growing in popularity as an alternative to the traditional laboratory course, particularly in biology lab classes (3, 10, 12, 36, 37, 51, 54, 62). The in-class research projects often last the duration of a semester or quarter, although sometimes they are implemented as shorter modules.…”

Section: Introductionmentioning

confidence: 99%

“…Studies have reported various student outcomes resulting from CUREs including: increased student self-confidence (6, 40), improved attitudes toward science (35, 36), ability to analyze and interpret data (10, 13), more sophisticated conceptions of what it means to think like a scientist (10), and increased content knowledge (34, 46, 62). Although there is general consensus that CUREs can have a positive impact on students, it is often unclear what specific aspect of a CURE leads to a measured outcome (17).…”

Section: Introductionmentioning

confidence: 99%

How to Assess Your CURE: A Practical Guide for Instructors of Course-Based Undergraduate Research Experiences

Shortlidge

Brownell

2016

J Microbiol Biol Educ.

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Integrating research experiences into undergraduate life sciences curricula in the form of course-based undergraduate research experiences (CUREs) can meet national calls for education reform by giving students the chance to “do science.” In this article, we provide a step-by-step practical guide to help instructors assess their CUREs using best practices in assessment. We recommend that instructors first identify their anticipated CURE learning outcomes, then work to identify an assessment instrument that aligns to those learning outcomes and critically evaluate the results from their course assessment. To aid instructors in becoming aware of what instruments have been developed, we have also synthesized a table of “off-the-shelf” assessment instruments that instructors could use to assess their own CUREs. However, we acknowledge that each CURE is unique and instructors may expect specific learning outcomes that cannot be assessed using existing assessment instruments, so we recommend that instructors consider developing their own assessments that are tightly aligned to the context of their CURE.

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“…One major strength of explicit science process skill instruction is the enhanced student learning in other facets of undergraduate biology education, including content retention (Kitchen et al, 2003; Dirks & Cunningham, 2006; Ward et al , 2014). Unfortunately, in this study, we were not able to reliably assess the tutorial’s impact on student learning other than specific gains in science process skills.…”

Section: Discussionmentioning

confidence: 99%

Online, Interactive Tutorials Provide Effective Instruction in Science Process Skills

Kramer

Olson

Walker

2017

Preprint

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Explicit emphasis on teaching science process skills leads to both gains in the skills themselves and, strikingly, deeper understanding of content. Here, we created and tested a series of online, interactive tutorials with the goal of helping undergraduate students develop science process skills. We designed the tutorials in accordance with evidence-based multimedia design principles and student feedback from usability testing. We then tested the efficacy of the tutorials in an introductory undergraduate biology class. Based on a multivariate ordinary least squares regression model, students that received the tutorials are predicted to score 0.824 points higher on a 15 point science process skill assessment than their peers that received traditional textbook instruction on the same topic. This moderate but significant impact indicates that well designed online tutorials can be more effective than traditional ways of teaching science process skills to undergraduate students. We also found trends that suggest the tutorials are especially effective for non-native English speaking students. However, due to a limited sample size, we were unable to confirm that these trends occurred due to more than just variation in the sampled student group.

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Effects of a Research-Infused Botanical Curriculum on Undergraduates’ Content Knowledge, STEM Competencies, and Attitudes toward Plant Sciences

Abstract: This research-infused botanical curriculum increased students' knowledge and awareness of plant science topics, improved their scientific writing, and enhanced their statistical knowledge.

Cited by 52 publications

References 71 publications

Práctica de Laboratorio de Granos de Almidón en un Curso de Universitario de Botánica General: una Experiencia de Clase Invertida

Práctica de Laboratorio de Granos de Almidón en un Curso de Universitario de Botánica General: una Experiencia de Clase Invertida

How to Assess Your CURE: A Practical Guide for Instructors of Course-Based Undergraduate Research Experiences

Online, Interactive Tutorials Provide Effective Instruction in Science Process Skills

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