“We are Humans First”: Expanding Learning Outcomes in an Undergraduate Research Methods Course Through an Experiential Learning Project on Homelessness

This paper outlines my approach to and lessons learned from an experiential learning project on homelessness in an undergraduate research methods course for criminal justice majors. Students receive training in research ethics as well as interpretivist research epistemology and methods, and then conduct structured interviews with un-housed individuals. Drawing on a thematic analysis of students’ research reflection papers, I discuss three ways in which this approach can enhance and expand learning outcomes beyond what is conventionally achieved in a methods course: (1) developing competency in conducting human subjects research; (2) challenging pre-existing views on social issues; and (3) increasing empathy and enhancing communication skills, which may be particularly important for aspiring law enforcement officers.     

Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments

Journal of Science Education and Technology - Graphing is an important practice for scientists and in K-16 science curricula. Graphs can be constructed using an array of software packages as well...     

Undergraduate Engineering Students’ Beliefs,Coping Strategies,and Academic Performance: An Evaluation of Theoretical Models

Research has identified factors associated with academic success by evaluating relations among psychological and academic variables, although few studies have examined theoretical models to understand the complex links. This study used structural equation modeling to investigate whether the relation between test anxiety and final course grades was mediated by personal control, self-efficacy, goal orientation, coping strategies, and self-regulation. Participants were 297 undergraduate students taking an algebra course designed for engineering students. Results indicated that the proposed theoretical model was supported by the data, although a modified model produced a better fit. Other competing models were also tested. Collectively, analyses revealed that the psychological variables played important roles in predicting students’ grades, as all the structural coefficients and R ² statistics were statistically and practically significant. Findings suggest value in the development and testing of additional models that contribute to the expansion of intervention programs to enhance academic outcomes among students.     

Men’s and Women’s Intentions to Persist in Undergraduate Engineering Degree Programs

This is a quantitative study of 493 undergraduate engineering majors’ intentions to persist in their engineering program. Using a multiple analysis of variance analysis, men and women had one common predictor for their intentions to persist, engineering career outcome expectations. However, the best sociocognitive predictor for men’s persistence was not the same for women. Men’s persistence in undergraduate engineering was predicted by their abilities to complete the required coursework. Women’s persistence in undergraduate engineering depended upon their beliefs in getting good grades (A or a B). In brief, women’s intentions to persist in undergraduate engineering were dependent upon higher academic standards compared to men.     

Correction to: Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments

Journal of Science Education and Technology - The original version of this article unfortunately contained a mistake. The name of “Susan Maruca” is now corrected in the author group.     

Design,Assessment, and Evaluation of a Problem‐based Learning Environment in Undergraduate Engineering

This article describes the design, evaluation, and results of an innovative undergraduate engineering course at the U.S. Air Force Academy (USAFA). The course, ENGR 110 — Introduction to Engineering, is a problem‐based learning environment in which freshmen students work in teams to solve problems integral to a “mission to Mars”, that is, getting to Mars, constructing a research site on Mars, and developing a renewable power source there. In addition to traditional knowledge and skill objectives, the course focuses on “higher order” outcomes such as: framing and resolving ill‐defined problems; communicating via multiple media; exhibiting intellectual curiosity; and developing a rich conceptualisation of engineering. The course is described in terms of a set of pedagogical dimensions for problem‐based learning environments. Several cognitive assessment methods were used to assess student achievement and evaluate the effectiveness of the course. Results included statistically and educationally significant differences in “problem‐solving” between two classes of ENGR 110 students and two control classes of sophomore engineering students.     

Virtual Laboratories in Undergraduate Science and Engineering Courses: a Systematic Review, 2009–2019

Journal of Science Education and Technology - Current technology has the capacity for affording a virtual experience that challenges the notion of a teaching laboratory for undergraduate science...     

How Can We Improve Problem Solving in Undergraduate Biology? Applying Lessons from 30 Years of Physics Education Research

If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research.     

Using Affinity Chromatography to Investigate Novel Protein–Protein Interactions in an Undergraduate Cell and Molecular Biology Lab Course

Inquiry-driven lab exercises require students to think carefully about a question, carry out an investigation of that question, and critically analyze the results of their investigation. Here, we describe the implementation and assessment of an inquiry-based laboratory exercise in which students obtain and analyze novel data that contribute to our understanding of macromolecular trafficking between the nucleus and cytoplasm in eukaryotic cells. Although many of the proteins involved in nucleocytoplasmic transport are known, the physical interactions between some of these polypeptides remain uncharacterized. In this cell and molecular biology lab exercise, students investigate novel protein–protein interactions between factors involved in nuclear RNA export. Using recombinant protein expression, protein extraction, affinity chromatography, SDS-polyacrylamide gel electrophoresis, and Western blotting, undergraduates in a sophomore-level lab course identified a previously unreported association between the soluble mRNA transport factor Mex67 and the C-terminal region of the yeast nuclear pore complex protein Nup1. This exercise immersed students in the process of investigative science, from proposing and performing experiments through analyzing data and reporting outcomes. On completion of this investigative lab sequence, students reported enhanced understanding of the scientific process, increased proficiency with cellular and molecular methods and content, greater understanding of data analysis and the importance of appropriate controls, an enhanced ability to communicate science effectively, and an increased enthusiasm for scientific research and for the lab component of the course. The modular nature of this exercise and its focus on asking novel questions about protein–protein interactions make it easily transferable to undergraduate lab courses performed in a wide variety of contexts.     

Yesterday’s Students in Today’s World—Open and Guided Inquiry Through the Eyes of Graduated High School Biology Students

Research in Science Education - Educational policy bodies worldwide have argued that practicing inquiry as a part of the K-12 curriculum would help prepare students for their lives as adults in...     

Students’ Participation in an Interdisciplinary, Socioscientific Issues Based Undergraduate Human Biology Major and Their Understanding of Scientific Inquiry

The purpose of this study was to examine whether Socioscientific Issues (SSI) based learning environments affect university students’ epistemological understanding of scientific inquiry differently from traditional science educational contexts. We identify and compare conceptions of scientific inquiry of students participating in an interdisciplinary, SSI-focused undergraduate human biology major (SSI) and those participating in a traditional biology major (BIO). Forty-five SSI students and 50 BIO students completed an open-ended questionnaire examining their understanding of scientific inquiry. Eight general themes including approximately 60 subthemes emerged from questionnaire responses, and the numbers of students including each subtheme in their responses were statistically compared between groups. A subset of students participated in interviews, which were used to validate and triangulate questionnaire data and probe students’ understanding of scientific inquiry in relation to their majors. We found that both groups provided very similar responses, differing significantly in only five subthemes. Results indicated that both groups held generally adequate understandings of inquiry, but also a number of misconceptions. Small differences between groups supported by both questionnaires and interviews suggest that the SSI context contributed to nuanced understandings, such as a more interdisciplinary and problem-centered conception of scientific inquiry. Implications for teaching and research are discussed.     

A Community College Instructor’s Reflective Journey Toward Developing Pedagogical Content Knowledge for Nature of Science in a Non-majors Undergraduate Biology Course

Research supports an explicit-reflective approach to teaching about nature of science (NOS), but little is reported on teachers’ journeys as they attempt to integrate NOS into everyday lessons. This participatory action research paper reports the challenges and successes encountered by an in-service teacher, Sarah, implementing NOS for the first time throughout four units of a community college biology course (genetics, molecular biology, evolution, and ecology). Through the action research cycles of planning, implementing, and reflecting, Sarah identified areas of challenge and success. This paper reports emergent themes that assisted her in successfully embedding NOS within the science content. Data include weekly lesson plans and pre/post reflective journaling before and after each lesson of this lecture/lab combination class that met twice a week. This course was taught back to back semesters, and this study is based on the results of a year-long process. Developing pedagogical content knowledge (PCK) for NOS involves coming to understand the overlaps and connections between NOS, other science subject matter, pedagogical strategies, and student learning. Sarah found that through action research she was able to grow and assimilate her understanding of NOS within the biology content she was teaching. A shift in orientation toward teaching products of science to teaching science processes was a necessary shift for NOS pedagogical success. This process enabled Sarah’s development of PCK for NOS. As a practical example of putting research-based instructional recommendations into practice, this study may be very useful for other teachers who are learning to teach NOS.     

Resource Provision in Primary Schools—An Australian Perspective

Abstract

This article gives an Australian perspective on resource provision in primary (elementary) schools. The overall current context is firstly outlined against the background of economic rationalism and devolution in schools. The conclusion reached is that primary schools regard themselves as a disadvantaged group in the area of resourcing, and supports the view that action should be taken to reverse this situation. A framework for conceptualizing resources as a partnership of human and non‐human factors with the supremacy of human resources is advanced. Finally, the notion of equality is explored and suggestions made for future developments, with a view to making resourcing more equitable in schools.     

Emotional Paralysis——An Analysis of EVELINE in Terms of Narrative

<正>Eveline,a brilliant tale in the short-story collection Dubliners by James Joyce,unfolds that Eveline,the 19-year-old protagonist,conflicts,struggles and tragically becomes paralyzed in her inner bosom when weighing whether to escape with Frank to explore a brand-new life.Sitting by the window,Eveline recalls her withering pleasant childhood,the violence of his father,her