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Pursuing The "Half Empty Question": Biology Undergraduates' Differential Engagement In A Brief Relevance Writing Intervention, Ting Dai, Avi Kaplan, Ying Wang, Jennifer G. Cromley, Tony Perez, Kyle R. Mara, Michael Balsai
Pursuing The "Half Empty Question": Biology Undergraduates' Differential Engagement In A Brief Relevance Writing Intervention, Ting Dai, Avi Kaplan, Ying Wang, Jennifer G. Cromley, Tony Perez, Kyle R. Mara, Michael Balsai
STEMPS Faculty Publications
Whereas relevance-writing interventions have shown effects on students’ achievement, a persistent finding is that interventions benefit students with low, but not high, outcome expectancies—a phenomenon that Schwartz et al. (2016) termed the half empty question. In the current mixed-methods study, we investigated the role of undergraduate students’ patterns of engagement in a relevance-writing intervention and their relations to biology course achievement. Ninety-six students who were administered four relevance writing assignments were found to manifest two patterns: Students who completed at least 50% of the intervention in a timely manner outperformed those who completed less-then-50% or completed it late, regardless of …
Workbooks For Instruction In Diagram Comprehension: High School Biology Part I, Jennifer G. Cromley, Tony Perez, Bradley W. Bergey
Workbooks For Instruction In Diagram Comprehension: High School Biology Part I, Jennifer G. Cromley, Tony Perez, Bradley W. Bergey
STEMPS Faculty Publications
Four methods were developed for teaching high school students how to better understand the diagrams in their biology textbooks. The 4 workbooks instantiate these methods: Conventions of Diagrams, Self-Explanation in Diagrams, Student-Completed Diagrams-Visual, and Student-Completed Diagrams-Verbal.