Self‐reported student confidence in troubleshooting ability increases after completion of an inquiry‐based <scp>PCR</scp> practical

Cook, Anthony; Snow, Elizabeth T.; Binns, Henrica; Cook, PS

doi:10.1002/bmb.20881

Cited by 13 publications

(8 citation statements)

References 18 publications

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“…Adding group members to work on problems decreased overconfidence in intellective tasks (Zarnoth & Sniezek, 1997), and student confidence increased when learning was inquiry-based (Cook, Snow, Binns, & Cook, 2015), when content was relevant to authentic, real-world problems such as the COVID-19 pandemic (Anderson, Justement, & Bruns, 2020), and when guidance was gradually decreased to promote independent decision-making (Kempton, Weber, & Johnson, 2017). These findings are instructive as they identify key factors that instructors can incorporate as part of course learning experiences to help build student confidence.…”

Section: Introductionmentioning

confidence: 81%

Shaping student confidence and their perception of learning in undergraduate chemistry and biochemistry courses

Gould

2021

Preprint

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This study examined factors influencing student confidence and their perception of learning in the context of undergraduate chemistry and biochemistry courses. Anonymous online surveys were used to measure the extent to which small group work influenced student confidence in solving problems compared to working individually, as well as how various course factors and the amount of effort and pleasure students experienced during their coursework influenced their perception of learning. Upon examining over 2500 student responses to more than 150 unique problems/exercises across 3 different courses, student confidence in solving problems improved to an average of approximately 8 out of 10 when they worked in small groups, compared to that of 6.5 out of 10 when working alone. Students ranked (i) opportunities to revisit assessments, (ii) the class environment, and (iii) instructor feedback as course factors that were most influential on their learning. There was little if any correlation between student effort and their perception of learning, and their perception of learning only slightly correlated with the amount of pleasure they experienced during their coursework. Taken together, these data highlight the importance of facilitating regular small group work, multistage assessments, good feedback and a pleasurable learning environment for students.

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Section: Introductionmentioning

confidence: 81%

Shaping student confidence and their perception of learning in undergraduate chemistry and biochemistry courses

Gould

2021

Preprint

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“…Permasalahan lain yang dialami oleh anak-anak TKI dan TKW adalah kepercayaan diri. Tidak adanya rasa percaya diri membuat diri anak cenderung pesimis (Selmi, Rebai, Chtara, Naceur, & Sahli, 2018), merasa rendah diri bila ada di antara teman-temannya (Tymes, Outlaw, & Hamilton, 2016), anak menganggap dirinya tidak berguna (Cook, Snow, Binns, & Cook, 2015), tidak bisa melakukan hal yang baik karena selalu ragu apabila ingin melakukan sesuatu (Franz, Cailor, Chen, Thornton, & Norfolk, 2020;Gurler, 2015;Rezaei, 2012), anak selalu merasa gelisah terhadap respon yang diterima atas tindakan yang telah dilakukan. Tumbuh kembang anak menjadi terhambat dan kurang optimal, dengan kata lain anak tersebut menjadi pribadi yang lemah.…”

Section: Pendahuluanunclassified

Pengaruh Pola Asuh Terhadap Percaya Diri dan Prestasi Belajar Anak Desmigratif (Desa Migra Inovatif) Pati

Hidayati

Hidayah

Ramli

et al. 2024

Bul. Konseling Inov.

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This study investigates the empirical findings on the parenting effects on innovative migrant village children's confidence and academic achievement in Pati. This quasi-experimental research uses a non-equivalent control group design with a 2x2 factorial version. Its subjects were 75 children of Indonesian Migrant workers. The test and non-test data were obtained and analyzed using Manova statistics. Generally, the research results confirm that parenting carries substantial effects on children's confidence and academic achievement.Abstrak: Penelitian ini bertujuan untuk mengkaji temuan empirik tentang pengaruh pola asuh terhadap percaya diri dan prestasi belajar anak desmigratif (Desa Migra Inovatif) Pati. Penelitian eksperimen semu ini menggunakan desain non-equivalent control group versi faktorial 2 x 2. Subjek penelitian melibatkan 75 anak Tenaga Kerja Indonesia (TKI) dan Tenaga Kerja Wanita (TKW). Data diperoleh dengan tes dan non-tes, kemudian dianalisis dengan teknik statistik Manova. Secara garis besar, hasil penelitian menunjukkan bahwa pola asuh memiliki pengaruh yang signifikan terhadap percaya diri dan prestasi belajar anak.

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“…This could be achieved by allowing students to design their own protocol and make claims based on evidence. 16,17 For example, students will be led by the instructor to come up with a protocol for an enzyme assay, plan appropriate controls, and analyze the data to clarify any discrepancies from the expected results. The laboratory course allowed students to understand the scientific process, and hypothesis-driven project and improved their scientific communication skills by incorporating both oral and written communication of the project summary.…”

Section: Insights Gainedmentioning

confidence: 99%

Insights Gained from an Inquiry-Driven Biochemistry Laboratory during the COVID-19 Pandemic

Nag

2023

J. Chem. Educ.

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The early stages of the COVID-19 pandemic required us to implement innovative ideas, especially in upperlevel chemistry laboratory courses that train students to implement critical thinking and problem-solving skills. Due to the pandemicenforced close down of the campus in the spring of 2020, many students lacked laboratory skills. At the same time our university, like many others, adopted the HyFlex model to accommodate multiple waves of COVID-19 and to provide flexibility for the students to learn materials from home. In accordance with these changes, the senior-level biochemistry laboratory course was restructured into a hybrid course focusing on the study of a SARS coronavirus protein. To establish inquiry-driven learning, this hybrid course included two modules: Module I included computer-based studies that allowed students to propose a hypothesis, and Module II included in-person laboratory sessions that allowed students to verify the hypothesis. The computer-based module was offered in synchronous hybrid (virtual and in-person) mode, while the hands-on activities were run in a synchronous in-person mode. This computer-based module could be adapted in any biochemistry lecture or laboratory course as a separate module or as a semester-long project to study the structure−function relationship of a protein of interest. In this communication, I present the activities and the key lessons learned from the inquirydriven biochemistry laboratory course. Based on this experience, several adjustments are made for future courses to offer flexibility to students.

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Self‐reported student confidence in troubleshooting ability increases after completion of an inquiry‐based PCR practical

Cited by 13 publications

References 18 publications

Shaping student confidence and their perception of learning in undergraduate chemistry and biochemistry courses

Shaping student confidence and their perception of learning in undergraduate chemistry and biochemistry courses

Pengaruh Pola Asuh Terhadap Percaya Diri dan Prestasi Belajar Anak Desmigratif (Desa Migra Inovatif) Pati

Insights Gained from an Inquiry-Driven Biochemistry Laboratory during the COVID-19 Pandemic

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