The role of reflective journals for biology education students in genetics course

Tammu, Reisky Megawati

doi:10.1080/00219266.2022.2067581

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…Instructors could then consider the alignment of potential challenges with course learning goals and ensure all students have ample support to grapple with those challenges successfully. Throughout the course, ask students to write about what they perceive to be challenging in the field. In addition to supporting students to process and learn from their experiences (Boud et al, 1985; Kolb, 2015), written reflections benefit instructors by offering feedback on their field experiences and challenges (O'Connell & Dyment, 2011; Tammu, 2022). By learning from students about what is challenging them in the field, instructors can make modifications to minimize certain challenges or—when that is not possible—can provide more support to empower students to succeed.…”

Section: Discussionmentioning

confidence: 99%

Journal reflections shed light on challenges students face in an introductory field biology course

et al. 2023

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Field biology courses-which expose students to concepts through outdoor experimentation and observation-are a staple in undergraduate natural science education. Participation in field courses has been associated with increased academic success, retention, and strengthening of science identity.However, for some students, learning outdoors can pose barriers to comfort, enjoyment, and success and may contribute to alienation and attrition. To bet-

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Section: Discussionmentioning

confidence: 99%

Journal reflections shed light on challenges students face in an introductory field biology course

et al. 2023

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“…Field journal reflections provide a unique window into student affect by capturing students' impressions of memorable aspects of field labs. These reflections can help students process and learn from their experiences (Boud et al, 1985 ; Kolb, 2015 ) and, likewise, benefit instructors by providing direct feedback about the possible outcomes of individual field labs (O’Connell & Dyment, 2011 ; Tammu, 2022 ). When compared to reflections elicited by specific outcome‐oriented prompts, general prompted reflections are less bounded and may capture a broader assortment of responses.…”

Section: Discussionmentioning

confidence: 99%

“…One method to capture and better understand students' affective insights is reflective journaling (Hubbs & Brand, 2010 ; Tammu, 2022 ). During reflective journaling, students revisit their course experiences to produce a written narrative that represents their thoughts, emotions, values, and beliefs throughout the learning process (Boud et al, 1985 ).…”

Section: Introductionmentioning

confidence: 99%

How do introductory field biology students feel? Journal reflections provide insight into student affect

Treibergs

Esparza

Yamazaki

et al. 2022

Ecology and Evolution

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An understanding of both cognitive and affective domains of learning is critical to promoting undergraduate student success in biology. Field courses—which support student learning, observation, and experimentation in the outdoors—have been shown to be effective in supporting cognitive student outcomes. However, less is known about students' affective responses during field instruction. To better understand the affective domain in this course type, we asked students enrolled in a campus‐based introductory field biology course to engage in weekly reflective journaling over the course of a semester. We employed inductive and deductive coding of over 700 field journal reflections using the Model of the Affective Domain for the Geosciences as a conceptual basis. Informed by our results, we present a theoretically‐driven, five‐part Framework of Student Affect in Field Biology and in‐depth and novel insights into what students feel, believe, and value as they participate in an undergraduate field course. Our framework and coding results can be used by field course instructors to understand how to better design experiences that leave students feeling confident in their abilities, interested to learn more about nature, and empowered to persist in the discipline.

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Examination of secondary school students’ conceptual understanding, perceptions, and misconceptions about genetics concepts

Ojo

2024

PEDAGOGICAL RES

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Genetics concepts is taught at secondary school to equip students with relevant knowledge to engage with related socio-scientific issues in order to make a reasonable decision. However, earlier research shown that students exhibited poor comprehension of this concept. Despite several interventions, this problem persists. This study was designed to examine senior school students’ conceptual understanding, perceptions and misconceptions about genetics concepts as well as the causes of the misconceptions identified. The mixed methods design was adopted, while 789 students participated. Five instruments were used, while data collected were descriptively and content-analyzed. The results revealed that 21.4% of the students understood genetics concepts, 27.6% did not, while 51.0% had misconceptions. Students had negative perception of genetics concepts (<i>x</i> =2.47) and genetics contents indicator was the major causes of students’ misconceptions (<i>x</i> =2.92) against the 2.50 threshold. The teaching and learning of genetics concepts should be supported with relevant instructional materials and detailed textbooks.

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The role of reflective journals for biology education students in genetics course

Cited by 3 publications

References 23 publications

Journal reflections shed light on challenges students face in an introductory field biology course

Journal reflections shed light on challenges students face in an introductory field biology course

How do introductory field biology students feel? Journal reflections provide insight into student affect

Examination of secondary school students’ conceptual understanding, perceptions, and misconceptions about genetics concepts

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