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Introductory Biology in Social Context: The Effects of an Issues-Based Laboratory Course on Biology Student Motivation

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Title: Introductory Biology in Social Context: The Effects of an Issues-Based Laboratory Course on Biology Student Motivation
Language: English
Authors: Hewitt, Krissi M., Bouwma-Gearhart, Jana, Kitada, Heather, Mason, Robert, Kayes, Lori J.
Source: CBE - Life Sciences Education. Sep 2019 18(3).
Availability: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Peer Reviewed: Y
Page Count: 12
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Introductory Courses, Biology, Science Instruction, Science Laboratories, Student Motivation, Student Attitudes, College Science, Undergraduate Students, Control Groups, College Faculty, Biological Sciences, Majors (Students), Curriculum Implementation, Self Determination, Theories, Hierarchical Linear Modeling
DOI: 10.1187/cbe.18-07-0110
ISSN: 1931-7913
Abstract: We investigated the effects of a laboratory curriculum developed using the socio-­scientific issues (SSI) framework to contextualize scientific and socially relevant issues for students. Using self-determination theory and hierarchical linear modeling, we examined the effects of the SSI curriculum relative to a control curriculum on student motivation in a large introductory biology course for life science majors. The SSI group had a significant increase in motivation for engaging in the laboratory work relative to motivation of the control group. Additionally, the SSI group showed higher levels of more autonomous forms of regulation concerning participation in laboratory tasks compared with the control group. Interestingly, the SSI-based curriculum seemed to have a buffering effect on typically observed decreases in student motivation over the course of a term. This buffering effect could potentially indicate greater self-determination in students experiencing an SSI-based curriculum, which could lead to greater student success and persistence. Qualitative data suggest that this increased motivation of the SSI group relative to the control group is due to enhanced feelings of relatedness experienced by students, likely due to the SSI.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1223188
Database: ERIC
FullText Text:
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  Data: Introductory Biology in Social Context: The Effects of an Issues-Based Laboratory Course on Biology Student Motivation
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  Data: <searchLink fieldCode="SO" term="%22CBE+-+Life+Sciences+Education%22"><i>CBE - Life Sciences Education</i></searchLink>. Sep 2019 18(3).
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  Data: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
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  Data: 12
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  Data: 10.1187/cbe.18-07-0110
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  Data: 1931-7913
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  Label: Abstract
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  Data: We investigated the effects of a laboratory curriculum developed using the socio-­scientific issues (SSI) framework to contextualize scientific and socially relevant issues for students. Using self-determination theory and hierarchical linear modeling, we examined the effects of the SSI curriculum relative to a control curriculum on student motivation in a large introductory biology course for life science majors. The SSI group had a significant increase in motivation for engaging in the laboratory work relative to motivation of the control group. Additionally, the SSI group showed higher levels of more autonomous forms of regulation concerning participation in laboratory tasks compared with the control group. Interestingly, the SSI-based curriculum seemed to have a buffering effect on typically observed decreases in student motivation over the course of a term. This buffering effect could potentially indicate greater self-determination in students experiencing an SSI-based curriculum, which could lead to greater student success and persistence. Qualitative data suggest that this increased motivation of the SSI group relative to the control group is due to enhanced feelings of relatedness experienced by students, likely due to the SSI.
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  Data: 2019
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  Data: EJ1223188
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        Value: 10.1187/cbe.18-07-0110
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      – Text: English
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    Subjects:
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Biology
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      – SubjectFull: Student Motivation
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Theories
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      – SubjectFull: Hierarchical Linear Modeling
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