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Descriptors:
Majors (Students); Student Attitudes; Visual Learning; Video Technology; Cues; Science Curriculum; Lecture Method; Nonmajors; Science Interests; Science Education; Electronic Publishing; Web Sites; Science Instruction; Scientific Concepts; Learner Engagement; Higher Education; Academic Achievement

Abstract:
The instructor of an integrated science course for nonscience majors embedded content-related video segments from YouTube and other similar internet sources into lecture. Through this study, the instructor wanted to know students' perceptions of how video use engaged them and increased their interest and understanding of science. Written survey responses from students supported assertions that the videos helped to keep students' attention, generated interest in science, and clarified understanding. Students cited the benefit of visual learning along with the lecture in helping them understand scientific processes and principles. Video provided students with memory cues and connections that also helped them remember conceptual ideas. Students preferred shorter video segments of higher quality that were specifically content related. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Environment; Curriculum Development; High School Students; Student Attitudes; Biology; Science Interests; Science Laboratories; Scientific Attitudes; Science Instruction; Gifted; High Achievement; Age Differences; Introductory Courses; Elective Courses; Correlation; Comparative Analysis; Structural Equation Models

Abstract:
Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students' interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students' perceptions of their learning environment, we examined students' perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students' perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students' perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physics; Majors (Students); Chemistry; Student Attitudes; Focus Groups; Tutorial Programs; Introductory Courses; Science Instruction; Science Education; Educational Change; Nonmajors; Foreign Countries; Cooperative Learning; Gender Differences; Enrollment; Teaching Assistants; Biological Sciences

Abstract:
Many students enrolled in university physics have little interest in the subject matter, a trend more pronounced in females. This study assesses students' conceptual understanding and interest during the electrochemistry unit of a physics course for nonphysics majors that was revised in light of consistently low ratings from its students. The intervention, designed to improve the tutorials in a large lecture-based physics course, improved interest in the topic for which the new tutorials were implemented. However, no effect was seen for conceptual understanding, and the gender gaps persisted. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Majors (Students); Learning Strategies; Educational Change; Science Curriculum; Nonmajors; Higher Education; Comparative Analysis; Surveys; Evaluation; Science Instruction; Science Education; Learner Engagement; Educational Improvement; Academic Achievement; Active Learning; Student Attitudes; Grade 8

Abstract:
Science Without Borders is a unique interdisciplinary science course that uses group and active-learning strategies and is in high demand among nonscience majors at a masters-level university. Registrar data showed that nonscience majors were far more likely to choose this course compared with other, discipline-based science courses. In an investigation of course catalogs of 60 randomly selected institutions of higher learning, only 5% offered a similar course. In this paper, we describe the course's unique structure and successful administration. In addition, pre- and postcourse surveys were administered to over 200 students in 10 different sections over the course of one academic year. These data showed that students demonstrated modest increases in science competency, but perceptions of science were unchanged. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physics; Science Curriculum; Correlation; Audience Response Systems; Introductory Courses; Science Instruction; Science Education; Lecture Method; Nonmajors; Higher Education; Peer Teaching; Comparative Analysis

Abstract:
We implemented peer instruction in an introductory level conceptual physics course for nonscience majors on the basis of the success others reported with this method. We expected to see that learning from peer conversation, as evidenced by answering conceptual questions correctly following discussion, would correlate with course grade, but we did not observe any link. We did, however, note moderate correlation between answering a conceptual question correctly prior to peer conversation and course grade, indicating that although peer conversation improves the interactivity of a lecture course, interaction may be more important than arriving at the correct answer. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Student Attitudes; Definitions; Statistics; College Mathematics; Introductory Courses; Attitude Change; Mixed Methods Research; Pretests Posttests; Student Surveys; Content Analysis; Comparative Analysis

Abstract:
Although statistics education research has focused on students' learning and conceptual understanding of statistics, researchers have only recently begun investigating students' perceptions of statistics. The term perception describes the overlap between cognitive and non-cognitive factors. In this mixed-methods study, undergraduate students provided their perceptions of statistics and completed the "Survey of Students' Attitudes Toward Statistics-36" (SATS-36). The qualitative data suggest students had basic knowledge of what the word statistics meant, but with varying depths of understanding and conceptualization of statistics. Quantitative analysis also examined the relationship between students' perceptions of statistics and attitudes toward statistics. We found no significant difference in mean pre- or post-SATS scores across conceptualization and content knowledge categories. The implications of these findings for education and research are discussed. (Contains 6 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Career Education; Middle Schools; Earth Science; Science Education; Career Exploration; Urban Schools; Middle School Students; STEM Education; Competence; Science Interests; Student Interests; Science Careers; Satisfaction; Student Attitudes; Program Effectiveness; Student Surveys

Abstract:
This article reports a preliminary study on the Geosciences in Middle School, which was a career education program in the Southeastern U.S focusing on science based on Super's (1990) theory. The students (n = 80) were found to improve their interests in studying science, increase science knowledge, skills and awareness and highly satisfied with the program. Implications on career education programs in middle schools and research as well as limitations of the study were discussed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nonmajors; Undergraduate Students; Self Efficacy; Incentives; Goal Orientation; Student Motivation; Measures (Individuals); Multiple Regression Analysis; Biology; Test Anxiety; Student Attitudes; Higher Education; Introductory Courses; Beliefs; Science Education; Science Instruction; Self Concept; Scientific Attitudes; Predictor Variables; Effect Size; Likert Scales

Abstract:
Undergraduate students enrolled in an introductory biology course for nonmajors during the fall semester of 2007 were administered the Biology Attitude Scale (Russell and Hollander 1975), a constructed Mathematics Attitude Scale, and a portion of the Motivated Strategies for Learning Questionnaire (Pintrich and Smith 1993). Together, the instruments assessed attitudes toward biology and mathematics as well as various motivational constructs including self-efficacy, intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, and test anxiety. Final course grades were also obtained. Multiple regression analysis revealed that the significant (p less than 0.05) predictors of course grade (R[superscript 2] = 0.362, n = 312) were self-efficacy (beta = 0.484), test anxiety (beta = -0.211), and math attitudes (beta = 0.094). No other variables contributed to the model. Further multiple regression analysis revealed that the best predictors of self-efficacy (R[superscript 2] = 0.665, n = 318) were biology attitudes (beta = 0.329), control of learning beliefs (beta = 0.280), test anxiety (beta = -0.249), intrinsic goal orientation (beta = 0.166), task value (beta = 0.147), and extrinsic goal orientation (beta = 0.119). Implications including strategies to improve course performance through fostering student motivation and building self-efficacy are discussed. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Environmental Education; Large Group Instruction; Attitude Change; Outcomes of Education; Introductory Courses; Student Characteristics; Prior Learning; College Instruction; Nonmajors; Comparative Analysis; Correlation; Instructional Effectiveness; College Students

Abstract:
One critical tool for creating an environmentally literate citizenry is to reach students other than those in environmental-related majors in the form of the university-level large introductory environmental studies course. In this study, we relate student academic background to initial and final environmental awareness results. We found that students from a wide range of backgrounds begin with similar motivation for taking the class and uniformly low environmental knowledge. Our results indicate that a low-credit, engaging introductory environmental studies class can strongly impact student awareness independent of diverse learner academic backgrounds. For example, results suggest that students taking the course primarily to meet science breadth requirements and students with a strong previous science background had equivalent initial awareness and course outcomes. The lack of a correlation with background suggests that students are not learning about environmental studies in other classes and reinforces the importance of investing in nonmajors-focused environmental education. Additionally, our findings support the importance of affective learning gains, such as attitude changes, which we term "learning to care". Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nonmajors; Assignments; Accounting; Active Learning; Computer Games; Introductory Courses; Social Networks; Skill Development; Management Development; Teaching Methods; Student Attitudes; Learner Engagement; Peer Relationship; Teacher Student Relationship; College Faculty; College Students

Abstract:
This article explores the use of the free Zynga computer game FarmVille, which is played in conjunction with Facebook[R], to facilitate active learning in a managerial accounting course. Results indicate that it invokes an improved understanding of the accounting content, particularly among nonaccounting majors; a high level of student satisfaction with the assignment; and excellent outcomes in developing peer-to-peer and faculty-student relationships. This innovative approach is offered as an alternative way to achieve managerial accounting learning objectives. Its greatest strength is the social networking benefits it brings. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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