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Beck, Christopher W.; Blumer, Lawrence S. – CBE - Life Sciences Education, 2021
Science self-efficacy, a student's confidence in being able to perform scientific practices, interacts with science identity and outcomes expectations, leading to improved performance in science courses, persistence in science majors, and ultimately, the pursuit of advanced training in the sciences. Inquiry-based laboratory courses have been shown…
Descriptors: Correlation, Self Efficacy, Undergraduate Students, College Faculty
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Beck, Christopher W.; Blumer, Lawrence S. – CBE - Life Sciences Education, 2016
Curricular reform efforts depend on our ability to determine how courses are taught and how instructional practices affect student outcomes. In this study, we developed a 30-question survey on inquiry-based learning and assessment in undergraduate laboratory courses that was administered to 878 students in 54 courses (41 introductory level and 13…
Descriptors: Teaching Methods, College Faculty, Teacher Attitudes, Student Attitudes
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Kowalski, Jennifer R.; Hoops, Geoffrey C.; Johnson, R. Jeremy – CBE - Life Sciences Education, 2016
Classroom undergraduate research experiences (CUREs) provide students access to the measurable benefits of undergraduate research experiences (UREs). Herein, we describe the implementation and assessment of a novel model for cohesive CUREs focused on central research themes involving faculty research collaboration across departments. Specifically,…
Descriptors: Undergraduate Students, Class Activities, Student Research, Program Implementation
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Wilson, Kristy J.; Rigakos, Bessie – CBE - Life Sciences Education, 2016
The scientific process is nonlinear, unpredictable, and ongoing. Assessing the nature of science is difficult with methods that rely on Likert-scale or multiple-choice questions. This study evaluated conceptions about the scientific process using student-created visual representations that we term "flowcharts." The methodology,…
Descriptors: Scientific Research, Science Instruction, Visual Aids, Science Process Skills
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Harrison, Melinda; Dunbar, David; Ratmansky, Lisa; Boyd, Kimberly; Lopatto, David – CBE - Life Sciences Education, 2011
Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in…
Descriptors: Evidence, Undergraduate Study, Graduate Study, Student Interests
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Garvin-Doxas, Kathy; Klymkowsky, Michael W. – CBE - Life Sciences Education, 2008
While researching student assumptions for the development of the Biology Concept Inventory (BCI; http://bioliteracy.net), we found that a wide class of student difficulties in molecular and evolutionary biology appears to be based on deep-seated, and often unaddressed, misconceptions about random processes. Data were based on more than 500…
Descriptors: Molecular Biology, Misconceptions, Evolution, Scientific Concepts