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Articles 1 - 4 of 4
Full-Text Articles in Education
Persistent Miscalibration For Low And High Achievers Despite Practice Test Feedback In An Introductory Biology Course, Jennifer L. Osterhage
Persistent Miscalibration For Low And High Achievers Despite Practice Test Feedback In An Introductory Biology Course, Jennifer L. Osterhage
Biology Faculty Publications
Students' ability to accurately judge their knowledge is crucial for effective learning. However, students' perception of their current knowledge is often misaligned with their actual performance. The relationship between learners' perception of their performance and their actual performance on a task is defined as calibration. Previous studies have shown significant student miscalibration in an introductory biology course: students' predicted exam scores were, on average, significantly higher than their actual scores. The goal of this study was to determine whether completion of a practice test before exams would result in better performance and calibration. The hypothesis was that students who completed …
Opportunities For Self-Evaluation Increase Student Calibration In An Introductory Biology Course, Jennifer L. Osterhage, Ellen Usher, Trisha A. Douin, William M. Bailey
Opportunities For Self-Evaluation Increase Student Calibration In An Introductory Biology Course, Jennifer L. Osterhage, Ellen Usher, Trisha A. Douin, William M. Bailey
Biology Faculty Publications
Accurate self-evaluation is critical for learning. Calibration describes the relationship between learners’ perception of their performance and their actual performance on a task. Here, we describe two studies aimed at assessing and improving student calibration in a first-semester introductory biology course at a 4-year public institution. Study 1 investigated students’ (n = 310) calibration (the difference between estimated and actual exam performance) across one semester. Students were significantly miscalibrated for the first exam: their predicted scores were, on average, significantly higher than their actual scores. The lowest-performing students had the most inaccurate estimates. Calibration improved with each exam. By …
A Low-Intensity, Hybrid Design Between A "Traditional" And A "Course-Based" Research Experience Yields Positive Outcomes For Science Undergraduate Freshmen And Shows Potential For Large-Scale Application, Thushani Rodrigo-Peiris, Lin Xiang, Vincent M. Cassone
A Low-Intensity, Hybrid Design Between A "Traditional" And A "Course-Based" Research Experience Yields Positive Outcomes For Science Undergraduate Freshmen And Shows Potential For Large-Scale Application, Thushani Rodrigo-Peiris, Lin Xiang, Vincent M. Cassone
Biology Faculty Publications
Based on positive student outcomes, providing research experiences from early undergraduate years is recommended for science, technology, engineering, and mathematics (STEM) majors. To this end, we designed a novel research experience called the “STEMCats Research Experience” (SRE) for a cohort of 119 second-semester freshmen with diverse college preparatory levels, demographics, and academic majors. The SRE targeted student outcomes of enhancing retention in STEM majors, STEM competency development, and STEM academic performance. It was designed as a hybrid of features from apprenticeship-based traditional undergraduate research experience and course-based undergraduate research experience designs, considering five factors: 1) an authentic research experience, 2) …
Population Dynamics Based On Resource Availability & Founding Effects: Live & Computational Models, Samuel Potter, Rebecca M. Krall, Susan Mayo, Diane Johnson, Kimberly J. Zeidler-Watters, Robin L. Cooper
Population Dynamics Based On Resource Availability & Founding Effects: Live & Computational Models, Samuel Potter, Rebecca M. Krall, Susan Mayo, Diane Johnson, Kimberly J. Zeidler-Watters, Robin L. Cooper
Biology Faculty Publications
With the looming global population crisis, it is more important now than ever that students understand what factors influence population dynamics. We present three learning modules with authentic, student-centered investigations that explore rates of population growth and the importance of resources. These interdisciplinary modules integrate biology, mathematics, and computer-literacy concepts aligned with the Next Generation Science Standards. The activities are appropriate for middle and high school science classes and for introductory college-level biology courses. The modules incorporate experimentation, data collection and analysis, drawing conclusions, and application of studied principles to explore factors affecting population dynamics in fruit flies. The variables …