Undergraduate students’ beliefs about science teaching and learning.

Author(s)

Matthew Changar

Faculty Mentor(s)

Anne Egger (Science Education), Devarati Bhattacharya (Science Education), Leighanna Hinojosa (Science Education)

Abstract

Teaching with Investigation and Design in Science (TIDeS) is an NSF-funded education research project focused on: 1) Engaging and supporting undergraduate faculty in developing, testing and implementing high-quality instructional materials that make use of investigation and design in introductory science courses, and 2) Assessing the impact of the use of the materials and the development process on faculty and students. One component of this study is to better understand and characterize undergraduate students’ beliefs about science teaching and learning. This quarter, we are piloting a pre-course survey in four introductory science courses at CWU in which students indicate their level of agreement with statements like, “The most important thing you need to teach science is how to do science.” Preliminary analysis of a portion of the data suggests that many students do not feel comfortable voicing their own ideas in science class, yet agree that talking about data with other students helps them develop explanations. We will be further analyzing student responses for overall trends as well as trends within student demographics. This analysis allows us to validate survey questions and provides insight into the beliefs of CWU students towards science teaching and learning. In combination with classroom observation data and post-course survey data, these data will allow us to develop a better understanding of how students are impacted when learning through investigation and design.

Keywords: Science Teaching and Learning, Student Beliefs, Investigation and Design

Presentation

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