Biology Students' Math and Computer Science Task Values Are Closely Linked

Autor/inn/en	Caughman, Alicia M.; Weigel, Emily G.
Titel	Biology Students' Math and Computer Science Task Values Are Closely Linked
Quelle	In: CBE - Life Sciences Education, 21 (2022) 3, Artikel 43 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1187/cbe.21-07-0180
Schlagwörter	Biology; Mathematics Skills; Computer Literacy; Computer Science Education; Student Attitudes; College Students; Value Judgment; Individual Differences; Prior Learning + Suchen Sie Ihr Suchwort? Biologie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Computerkenntnisse; Computer science lessons; Informatikunterricht; Schülerverhalten; Collegestudent; Werturteil; Individueller Unterschied; Vorkenntnisse
Abstract	Quantitative and computational skills are required of 21st-century biologists. While biology student abilities and attitudes toward math have been studied extensively, less is known about corresponding attitudes toward computer science (CS). It is important to understand how students perceive math and CS subjects and whether those perceptions are linked or operate contradictorily to determine instructional best practices. This study 1) determined biology students' perceptions of math and CS in biological contexts, 2) measured the linkage of those perceptions, and 3) examined additional factors affecting attitudes. Students (N = 272) were surveyed using the original and a CS-adapted version of the Math-Biology Values Instrument to determine interest, perceived utility, and perceived costs toward math and CS in biological contexts. Mixed-effects models were used to determine correlations between task values and investigate effects of exposure to topics and demographic factors. Math and CS values exhibited positive correlations, but utility and cost were more negative for CS, possibly due to less exposure to CS before college, and overall attitudes were influenced by CS background and gender. Given these findings, we make educational recommendations for CS and math exposure early, often, and embedded in the biology curriculum. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01