在生物学讲座中,学生对成功和失败的看法:多方面的定义和错误对准
Bailey M Von der Mehden1, Kurisma Waller2, Elisabeth E Schussler1
1Department of Ecology and Evolutionary Biology, The University of Tennessee, Knoxville, TN 37996.
CBE life sciences education
|June 17, 2024
概括
介绍生物学学生经常使用不同的标准来定义学术成功和失败,影响他们的自我效能. 了解这些不同的定义是支持学生在科学课程中的信心和表现的关键.
科学领域:
- 生物学教育研究 生物学教育研究
- 学生自我效能研究 学生自我效能研究
背景情况:
- 学生的自我效能受到成功和失败的看法的影响.
- 了解学生对成功和失败的定义对于在入门生物学中解决自我效能至关重要.
研究的目的:
- 为了调查入门生物学学生如何定义成功和失败.
- 探索这些定义与课程表现之间的关系.
- 了解对学生自我效能的影响.
主要方法:
- 混合方法研究涉及对入门生物学学生的调查.
- 收集了关于成功和失败的定义以及自我报告的成绩的数据.
- 编码的开放式响应以确定共同的主题.
主要成果:
- 出现了四大主题:表现,内容,准备和态度.
- 虽然存在共同的主题,但65%的学生使用不同的成功和失败标准.
- 学生的成绩预测了成功和失败的某些定义.
结论:
- 在入门生物学中,学生对成功和失败的定义是复杂而多样化的.
- 认识到学生的多样性标准对于有效地建立自我效能至关重要.
- 教师应该承认和解决学生用来评估他们的学术地位的不同基准.
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