Undergraduate STEM Students' Perceptions of Grading Practices Reveal that Quiz Retakes Positively Impact Drivers of Self-determination [0.03%]
关于STEM专业本科生对考试评分做法知觉的调查发现：重考对学生自我决定的影响为正
Brie Tripp,Akshaya Ravi,Ethan Pang et al.
Brie Tripp et al.
Grades are a staple of education and a gateway to future career opportunities. Yet, grading practices can (re)produce inequities and cause students to feel inadequate and unmotivated. Alternative grading practices may address these problems...
An Asynchronous Chemistry-in-biology Intervention Improves Student Content Knowledge and Performance in Introductory Biology [0.03%]
异步化学在生物学中的干预提高了学生对入门生物学内容的理解和表现
Clara L Meaders,Lilyan Mendez,Alfonso Godínez Aguilar et al.
Clara L Meaders et al.
Introductory biology is a gateway course for majors and other science, technology, engineering, and mathematics (STEM) disciplines. Despite the importance of chemistry content knowledge for understanding biology, the relationship between ch...
What Happens When Undergraduate Biology Students Meet with Professional Scientists to Discuss Research? An Exploratory Investigation into Scientific Discourse, Motivation, and Sense of Belonging [0.03%]
本科生与职业科学家讨论科研会对学生产生什么影响？关于科学话语、动机和归属感的探索性调查研究
Alexandra Machrone,Mainlyng Duenas,Amy Acosta et al.
Alexandra Machrone et al.
Engagement in scientific discourse is an essential part of becoming a scientist. In this exploratory study, we aim to examine the scientific discourse (and resulting benefits) between undergraduate biology students and professional scientis...
Exploring Resources and Reasoning Practices in Socioscientific System Modeling for Justice-Centered Science Education [0.03%]
面向正义的科学教育中的社会科学模型探究与推理实践
Rebecca R Lesnefsky,Jamie Elsner,Eric A Kirk et al.
Rebecca R Lesnefsky et al.
Integrating science education with social justice is vital for preparing students to critically address significant societal issues like climate change and pandemics. This study examines the effectiveness of socioscientific system modeling ...
Alone and Together: Exploring the Relationship Between Individual and Social Metacognition in College Biology Students During Problem Solving [0.03%]
单独与一起：在解决问题过程中探究个体和社会元认知在大学生物学学生之间的关系
Emily K Bremers,Olive K McKay,Julie Dangremond Stanton
Emily K Bremers
When students use metacognition, they can more effectively problem solve on their own and in groups. Most metacognition studies have focused on individual learners while a few studies have begun to explore the metacognition learners use in ...
Elevating Marginalized Student Experiences of Belonging in the Life Sciences: A Qualitative Case Study Approach [0.03%]
提升生命科学领域被边缘化学生归属感的体验：一种质性案例研究方法
Dion T Harry,Ashtin Crawford,Chaterlee Pamintuan et al.
Dion T Harry et al.
College students with identities traditionally marginalized in scientific disciplines are more engaged and more likely to remain in science if they feel that they belong in their science, technology, engineering, and mathematics (STEM) clas...
A Community-Based, Culturally Engaging STEM Learning Environment and Its Impact on Students' Psychosocial Attributes at a Rural Hispanic Serving Institution (HSI) [0.03%]
一所农村裔美国人的服务机构中的基于社区的、具有文化吸引力的STEM学习环境及其对学生心理社会属性的影响
Elvira J Abrica,Deryl Hatch-Tocaimaza,Sarah Corey-Rivas et al.
Elvira J Abrica et al.
Using the Culturally Engaging Campus Environments (CECE) Model, this qualitative study examined development of psychosocial attributes (i.e., sense of belonging, science identity, and self-efficacy) among 1st-year life science undergraduate...
Advancing Equity, Inclusion, Access, and Justice in Biology Education Research-An Editorial Introduction to the Special Issue [0.03%]
推动生物学教育研究中的公平性、包容性、可及性和公正性——本期特刊的编辑导语
Mark J Barsoum,Derek C Braun,Sara E Brownell et al.
Mark J Barsoum et al.
Adrian Adams,Lauren Barth-Cohen
Adrian Adams
In undergraduate research settings, students are likely to encounter anomalous data, that is, data that do not meet their expectations. Most of the research that directly or indirectly captures the role of anomalous data in research setting...
"Scientists are People too": Biology Students Relate More to Scientists When They are Humanized in Course Materials [0.03%]
“科学家也是人”：当课程材料人性化地介绍之后生物学专业的学生能够更好地与科学家产生关联
Elizabeth H Schultheis,Ash T Zemenick,Rachel M Youngblood et al.
Elizabeth H Schultheis et al.
Featuring scientists in classroom materials provides opportunities for students to relate to scientists as role models and see themselves in science. However, it is unclear what information students find most relatable when encountering sci...