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Journal of College Science Teaching
written by Lin Ding and Katherine Mollohan
This article describes a survey study of college students' epistemologies about biology and learning biology. Specifically, it examines the differences between science and nonscience majors and their changes in epistemologies over the course of a semester of instruction. This study utilized the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio) with 171 participants from both science and nonscience major biology courses. Preinstruction results showed that students in the science major course had a significantly higher percentage of favorable responses (responses aligning with experts' views) than students in the nonscience major course. Postinstruction results reversed the pattern, with the nonmajors outperforming the majors. Through matched comparisons, we found that the science majors shifted toward more "novice-like views" over the course of the semester, whereas the nonscience majors by and large exhibited positive gains in their epistemologies. This unanticipated result for nonscience majors is addressed at some length in the Conclusion section.
Journal of College Science Teaching: Volume 44, Issue 4, Pages 19-27
Subjects Levels Resource Types
Education - Basic Research
- Assessment
= Self Assessment
- Problem Solving
= Expert-Novice Comparisons
= Metacognition
- Student Characteristics
= Affect
General Physics
- Scientific Reasoning
Other Sciences
- Life Sciences
- Lower Undergraduate
- High School
- Upper Undergraduate
- Professional Development
- Reference Material
= Report
= Research study
PER-Central Type Intended Users Ratings
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- Educators
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- Researchers
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Format:
application/pdf
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© 2015 National Science Teachers Association (NSTA)
Keywords:
CLASS science survey, CLASS survey instrument, biology education research, science attitudes, science identity
Record Creator:
Metadata instance created October 11, 2022 by Lauren Bauman
Record Updated:
December 17, 2022 by Caroline Hall
Last Update
when Cataloged:
March 1, 2015
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Record Link
AIP Format
L. Ding and K. Mollohan, , J. Coll. Sci. Teaching 44 (4), 19 (2015), WWW Document, (https://www.jstor.org/stable/43631861).
AJP/PRST-PER
L. Ding and K. Mollohan, How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs, J. Coll. Sci. Teaching 44 (4), 19 (2015), <https://www.jstor.org/stable/43631861>.
APA Format
Ding, L., & Mollohan, K. (2015, March 1). How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs. J. Coll. Sci. Teaching, 44(4), 19-27. Retrieved May 22, 2024, from https://www.jstor.org/stable/43631861
Chicago Format
Ding, Lin, and Katherine Mollohan. "How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs." J. Coll. Sci. Teaching. 44, no. 4, (March 1, 2015): 19-27, https://www.jstor.org/stable/43631861 (accessed 22 May 2024).
MLA Format
Ding, Lin, and Katherine Mollohan. "How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs." J. Coll. Sci. Teaching 44.4 (2015): 19-27. 22 May 2024 <https://www.jstor.org/stable/43631861>.
BibTeX Export Format
@article{ Author = "Lin Ding and Katherine Mollohan", Title = {How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs}, Journal = {J. Coll. Sci. Teaching}, Volume = {44}, Number = {4}, Pages = {19-27}, Month = {March}, Year = {2015} }
Refer Export Format

%A Lin Ding %A Katherine Mollohan %T How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs %J J. Coll. Sci. Teaching %V 44 %N 4 %D March 1, 2015 %P 19-27 %U https://www.jstor.org/stable/43631861 %O application/pdf

EndNote Export Format

%0 Journal Article %A Ding, Lin %A Mollohan, Katherine %D March 1, 2015 %T How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs %J J. Coll. Sci. Teaching %V 44 %N 4 %P 19-27 %8 March 1, 2015 %U https://www.jstor.org/stable/43631861


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

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