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Student Learning Dispositions: Multidimensional Profiles Highlight Important Differences among Undergraduate STEM Honors Thesis Writers.
Dowd, Jason E; Thompson, Robert J; Schiff, Leslie; Haas, Kelaine; Hohmann, Christine; Roy, Chris; Meck, Warren; Bruno, John; Reynolds, Julie A.
Afiliación
  • Dowd JE; Department of Biology, Duke University, Durham, NC 27708.
  • Thompson RJ; Department of Psychology and Neuroscience, Duke University, Durham, NC 27708.
  • Schiff L; College of Biological Sciences, University of Minnesota, Twin Cities, St. Paul, MN 55108.
  • Haas K; Medical Education-Integrated Education, University of Minnesota Medical School, Minneapolis, MN 55455.
  • Hohmann C; Department of Biology, Morgan State University, Baltimore, MD 21251.
  • Roy C; Department of Chemistry, Duke University, Durham, NC 27708.
  • Meck W; Department of Psychology and Neuroscience, Duke University, Durham, NC 27708.
  • Bruno J; Department of Biology, University of North Carolina, Chapel Hill, Chapel Hill, NC 27599.
  • Reynolds JA; Department of Biology, Duke University, Durham, NC 27708.
CBE Life Sci Educ ; 18(2): ar28, 2019 06.
Article en En | MEDLINE | ID: mdl-31150321
Various personal dimensions of students-particularly motivation, self-efficacy beliefs, and epistemic beliefs-can change in response to teaching, affect student learning, and be conceptualized as learning dispositions. We propose that these learning dispositions serve as learning outcomes in their own right; that patterns of interrelationships among these specific learning dispositions are likely; and that differing constellations (or learning disposition profiles) may have meaningful implications for instructional practices. In this observational study, we examine changes in these learning dispositions in the context of six courses at four institutions designed to scaffold undergraduate thesis writing and promote students' scientific reasoning in writing in science, technology, engineering, and mathematics. We explore the utility of cluster analysis for generating meaningful learning disposition profiles and building a more sophisticated understanding of students as complex, multidimensional learners. For example, while students' self-efficacy beliefs about writing and science increased across capstone writing courses on average, there was considerable variability at the level of individual students. When responses on all of the personal dimensions were analyzed jointly using cluster analysis, several distinct and meaningful learning disposition profiles emerged. We explore these profiles in this work and discuss the implications of this framework for describing developmental trajectories of students' scientific identities.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Ciencia / Estudiantes / Tecnología / Universidades / Escritura / Ingeniería / Aprendizaje / Matemática Tipo de estudio: Observational_studies Límite: Female / Humans / Male Idioma: En Revista: CBE Life Sci Educ Asunto de la revista: CIENCIA / EDUCACAO Año: 2019 Tipo del documento: Article Pais de publicación: Estados Unidos
Texto completo
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Ciencia / Estudiantes / Tecnología / Universidades / Escritura / Ingeniería / Aprendizaje / Matemática Tipo de estudio: Observational_studies Límite: Female / Humans / Male Idioma: En Revista: CBE Life Sci Educ Asunto de la revista: CIENCIA / EDUCACAO Año: 2019 Tipo del documento: Article Pais de publicación: Estados Unidos