Online, Interactive Modules Improve Quantitative Skills in Community College Biology Students

Autor/inn/en	Thompson, Katerina V.; Nelson, Kären C.; Sniezek, James; Marbach-Ad, Gili
Titel	Online, Interactive Modules Improve Quantitative Skills in Community College Biology Students
Quelle	In: Journal of Science Education and Technology, 32 (2023) 6, S.824-836 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thompson, Katerina V.) ORCID (Marbach-Ad, Gili)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-022-10020-1
Schlagwörter	Online Courses; Science Instruction; Teaching Methods; Interdisciplinary Approach; Problem Solving; Advanced Courses; Computer Software; Mathematics Instruction; Introductory Courses; Comparative Analysis; Instructional Effectiveness; Achievement Gains; Mathematics Skills; Student Attitudes; Community College Students; Independent Study + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Problemlösen; Fortgeschrittenenunterricht; Mathematics lessons; Mathematikunterricht; Einführungskurs; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schülerverhalten; Community college; Community colleges; College students; Community College; Collegestudent; Selbststudium
Abstract	Introductory courses in biology often lack sufficient emphasis on quantitative skills and interdisciplinary problem solving, leaving many students unprepared for more advanced biology coursework and hampering their ability to pursue biology research careers. MathBench Biology Modules were created to enhance the quantitative skills of biology students by leveraging the unique advantages of the online environment (e.g., self-pacing, opportunities for practice, and immediate, individualized feedback). Using a pre-/post-design, we tested the ability of MathBench modules to improve student quantitative skills and their attitudes towards the integration of math and biology in a community college introductory biology course, where instructors face multiple challenges to integrating quantitative content. Ten sections of the course incorporated MathBench into laboratory and lecture content (MathBench group, N = 124 students), while five sections covered the same laboratory and lecture content without MathBench (comparison group, N = 31 students). On average, students who used MathBench experienced gains in their quantitative skills, while those in the comparison group did not. For students with the lowest level of preparation in math, using MathBench was associated with improvements in quantitative skill only if they were concurrently enrolled in a math class. Neither group of students demonstrated changes over the semester in their attitudes towards the integration of math and biology. Qualitative data indicated that MathBench group students could identify multiple aspects of how MathBench contributed to their learning, including providing new content, alternative approaches to learning, and additional opportunities to practice new skills. Our work demonstrates how learner-centered technologies can be used effectively to supplement traditional instruction in the community college context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01