scholarly journals An early exploration of undergraduate student definitions of learning, memorizing, studying, and understanding

2021 ◽  
Vol 45 (2) ◽  
pp. 342-352
Author(s):  
Staci N. Johnson ◽  
Eliza D. Gallagher
Keyword(s):  
Education Research ◽  
Research Team ◽  
Research Study ◽  
Biology Education ◽  
Future Research ◽  
Interview Protocol ◽  
Anatomy And Physiology ◽  
Process And Outcome ◽  
Early Exploration ◽  
Specific Definition

Biology education research often utilizes the terms learning, memorizing, studying, and understanding without providing their specific definition. When definitions have been provided, they are often inconsistent across publications. As part of a larger research study, we interviewed 11 participants on 2 occasions while they were enrolled in a sequence of anatomy and physiology courses. Part of the interview protocol asked participants for their definitions of learning, memorizing, studying, and understanding. Definitions were isolated from the transcript, deidentified, and sorted by qualitative similarities. The research team developed code categories and assigned definitions to these groups after discussing coding differences. Multiple definition groups emerged for each term. Learning, memorizing, and studying definition groups highlighted processes, outcomes, or a combination of both a process and outcome. Understanding definition groups focused solely on an outcome. These findings highlight the need for communication between students and instructors with regard to term usage. In addition, future research in biology and physiology education should be careful to provide working definitions of these terms to ensure communicative and interpretive validity and to promote transferability and repeatability of findings.

scholarly journals Defining and Measuring Students’ Interest in Biology: An Analysis of the Biology Education Literature

2019 ◽  
Vol 18 (3) ◽  
pp. ar34 ◽  
Author(s):  
Ashley A. Rowland ◽  
Eva Knekta ◽  
Sarah Eddy ◽  
Lisa A. Corwin
Keyword(s):  
Education Research ◽  
Biology Education ◽  
Physical Object ◽  
Research Literature ◽  
Future Research ◽  
Student Interest ◽  
Mathematics Students ◽  
Biology Students ◽  
Positive Feelings ◽  
And Mathematics

Understanding how students develop biology interests and the roles interest plays in biology contexts could help instructors and researchers to increase science, technology, engineering, and mathematics students’ motivation and persistence. However, it is currently unclear how interest has been defined or measured in the biology education research literature. We analyzed this body of literature to determine how interest has been defined and used by the biology education research community. Specifically, we determined the extent to which previously published work drew on theories that conceptualize interest. Further, we identified studies that measured student interest in biology and characterized the types of measures used. Our findings indicate that biology education researchers typically describe interest as a relationship involving positive feelings between an individual and a physical object, activity, or topic of focus. We also found that interest is often not defined, theories involving interest are not often consulted, and the most common measures of interest only assess a single aspect of the construct. On the basis of these results, we make suggestions for future research seeking to examine biology students’ interest. We hope that this analysis can serve as tool for biology educators to improve their own investigations of students’ interest and measure outcomes of interest-generating educational activities.

Planning and Conducting a Large-Scale Mixed Methods Research Study: Research Team Experiences and Recommendations

2018 ◽  
Vol 10 (1) ◽  
pp. 283-295
Author(s):  
Katrin Niglas ◽  
◽  
Meril Ümarik ◽  
Maarja Tinn ◽  
Ivor Goodson ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Large Scale ◽  
Research Team ◽  
Research Study ◽  
Study Research

Twitter Users’ Displays of Affect in the Global Warming Debate

2021 ◽  
pp. 004728162110078
Author(s):  
Shanna Cameron ◽  
Alexandra Russell ◽  
Luke Brake ◽  
Katherine Fredlund ◽  
Angela Morris
Keyword(s):  
Climate Change ◽  
Social Media ◽  
Global Warming ◽  
Content Analysis ◽  
Technical Communication ◽  
Research Team ◽  
Future Research ◽  
Climate Change Research ◽  
Quantitative Content ◽  
Twitter Users

This article engages with recent discussions in the field of technical communication that call for climate change research that moves beyond the believer/denier dichotomy. For this study, our research team coded 900 tweets about climate change and global warming for different emotions in order to understand how Twitter users rely on affect rhetorically. Our findings use quantitative content analysis to challenge current assumptions about writing and affect on social media, and our results indicate a number of arenas for future research on affect, global warming, and rhetoric.

scholarly journals Mask-Making and Drawing as Method: Arts-Based Approaches to Data Collection With War-Affected Children

2019 ◽  
Vol 18 ◽  
pp. 160940691983247
Author(s):  
Amber Green ◽  
Myriam Denov
Keyword(s):  
Data Collection ◽  
Research Team ◽  
Data Gathering ◽  
Research Process ◽  
Future Research ◽  
Northern Uganda ◽  
Visual Methods ◽  
Conflict Zones ◽  
Mask Making ◽  
In Captivity

Globally, the numbers of children living in conflict zones and displaced by war have risen dramatically over the past two decades, and with this, scholarly attention to the impacts of war on children. More recently, researchers have examined how war-affected children are being studied, revealing important shortcomings. These limitations relate to the lack of child participation in research, the need for researchers to engage children in the research process as “active agents” rather than “passive objects” under study, as well as the need for researchers to pay closer attention to ethical dilemmas associated with researching war-affected children. To address these realities, innovative research methods that can be adapted across diverse sociocultural contexts are warranted. In light of these shortcomings, our research team integrated two arts-based methods: mask-making and drawing, alongside traditional qualitative data collection methods with a particularly marginalized population of young people: children born in captivity within the Lord’s Resistance Army in northern Uganda. In this article, we provide information on the context of northern Uganda. We describe how the use of mask-making and drawing was used as data gathering tools and the ways in which these arts-based methods had important benefits for the research participants, researchers, and impacted on the validity of the research as a whole. We propose that the use of these participatory visual methods enriched the themes elicited through more traditional methods. The article describes how these arts-based mediums fostered community building among children typically excluded from their communities and were successful as a tool to build trust between participants and the research team when exploring sensitive topics. The article concludes with implications for future research with war-affected children.

scholarly journals 273. Comparative Effectiveness of Ampicillin in the Treatment of Enterococcus faecalis Bloodstream Infections in Patients With Cancer

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S137-S138
Author(s):  
J P Sanchez ◽  
German Contreras ◽  
Truc T Tran ◽  
Shelby Simar ◽  
Blake Hanson ◽  
...  
Keyword(s):  
Research Study ◽  
Scientific Research ◽  
Kidney Injury ◽  
Bloodstream Infections ◽  
Definitive Treatment ◽  
Cancer Center ◽  
Future Research ◽  
Research Support ◽  
Patients With Cancer ◽  
Study Investigator

Abstract Background E. faecalis (Efc) isolates are usually susceptible to ampicillin (AMP). AMP-based regimens are the standard of care for enterococcal infections, although other antibiotics are often used as definitive treatment. We thus compared outcomes of patients with cancer and Efc bacteremia treated with AMP-containing (ACR) and non-AMP-containing antibiotic regimens (NACR). Methods A multicenter, prospective, observational cohort study conducted at MD Anderson Cancer Center, Henry Ford Hospital, and Memorial Hermann Health System. Eligible patients were ≥ 18 years old, diagnosed with cancer, and had at least one Efc bloodstream isolate collected from 12/2015 to 12/2018. Patients with polymicrobial infections were excluded. Patients were divided into two groups: i) ACR and ii) NACR. ACR included patients who received AMP at any time during treatment; other antimicrobials were permitted. NACR patients did not receive AMP at any time. The primary outcome compared desirability of outcome ranking (DOOR) between ACR and NACR at day 14. The DOOR consisted of six hierarchical levels: 1 - death; 2 - inpatient without microbiological cure (MC) and with acute kidney injury (AKI); 3 - inpatient without MC and without AKI; 4 - inpatient admitted with MC and with AKI; 5 - inpatient with MC and without AKI; 6 - alive and discharged. Comparison of DOORs between ACR and NACR was performed using inverse probability of treatment weighted (IPTW) ordered logistic regression. Results Seventy-one patients were included (ACR, n = 35; NACR, n = 36). No difference was seen in DOORs at day 14 between ACR and NACR (odds ratio [OR] 1.14, 95% Confidence Interval [CI] 0.45 – 2.92, p=0.78). No difference was observed for all-cause mortality at day 14 (OR 0.6, 95% CI 0.09 – 3.77, p=0.58) or day 30 (OR 0.42, 95% CI 0.09 – 1.94, p=0.27). Patients treated with ACR received a lower median duration of other antibiotics at any point during treatment compared to NACR: daptomycin (2 v 4 days) vancomycin (2 v 4 days), and linezolid (1 v 2 days). Conclusion Patients with cancer and Efc bloodstream infections had similar outcomes when treated with ACR and NACR. ACR were associated with less use of broad-spectrum antimicrobials. Future research should focus on the ecologic impact of use of NACR. Disclosures Marcus Zervos, MD, Melinta Therapeutics (Grant/Research Support) Cesar A. Arias, MD, MSc, PhD, FIDSA, Entasis Therapeutics (Scientific Research Study Investigator)MeMed (Scientific Research Study Investigator)Merck (Grant/Research Support)

scholarly journals Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report

2014 ◽  
Vol 13 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Lisa Corwin Auchincloss ◽  
Sandra L. Laursen ◽  
Janet L. Branchaw ◽  
Kevin Eagan ◽  
Mark Graham ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Biology Education ◽  
Operational Definition ◽  
Future Research ◽  
Meeting Report ◽  
Research Experience ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Foundation Program ◽  
Definition Of

The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a “research experience”; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting.

Pandemic meaning making: messing toward motet

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mary Beth Schaefer ◽  
Sandra Schamroth Abrams ◽  
Molly Kurpis ◽  
Charlotte Abrams ◽  
Madeline Abrams
Keyword(s):  
Participatory Research ◽  
Research Method ◽  
Design Methodology ◽  
Research Team ◽  
Research Study ◽  
Literacy Practices ◽  
Meaning Making ◽  
Musical Form ◽  
Content Type ◽  
At Home

Purpose In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home mandate. The purpose of this study is to highlight youth-created understandings about their literacy practices during COVID-19 in order to expand possibilities for youth-generated theory. Design/methodology/approach This child–parent research builds upon a critical dialectical pluralist (CDP) methodology, which is a participatory research method that looks to privilege the child as a co-researcher at every stage of the inquiry. In this research study, the adolescents work together to explore what it means to create and learn alone and then with others via virtual platforms. Research team discussions initially were scaffolded by the parent–researchers, and the adolescents developed their analyses individually and together, and their words and insights situate the findings and conclusions. Findings The musical form of a motet provides a metaphor that three adolescents used to theorize their meaning-making experiences during the stay-at-home order. The adolescents determined that time, frustration, and space were overarching themes that captured the essence of working alone, and then together, in messy, orchestrated online ensembles. Originality/value In this youth-centric research paper, three adolescents create understandings of their meaning-making experiences during the stay-at-home order and work together to determine personal and pedagogical implications.

scholarly journals International Branch Campuses: Success Factors

2018 ◽  
Vol 2 (93) ◽  
pp. 14
Author(s):  
Richard Garrett
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Research Team ◽  
Success Factors ◽  
Limited Attention ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Cross Border ◽  
The World ◽  
Depth Interviews

The article provides an overview of the second part of a report on international branch campuses (IBCs). The Observatory on Borderless Higher Education (OBHE) and the Cross-Border Education Research Team (C-BERT) are the authors of the report. IBCs continue to grow in number and variety around the world, and the report includes updated estimates and patterns by country, but previously there has been limited attention paid to the success factors of mature IBCs. Defined as campuses in place for a decade or more, the report draws on in-depth interviews with campus and institutional leaders.

Selective Education in Guyana: Comparing the Psychosocial Well-Being of Students Across Schools

2020 ◽  
Vol 42 (1&2) ◽  
pp. 110-138
Author(s):  
Charlotte Shaw ◽  
Janelle Levesque ◽  
Katrina McKie
Keyword(s):  
Education Research ◽  
Ability Grouping ◽  
School Attendance ◽  
Well Being ◽  
The Other ◽  
Future Research ◽  
High Ability ◽  
Student Attendance ◽  
Lower Ability ◽  
Low Ability

Selective education research has demonstrated that students are aware of the low status of being allocated to a low-ability school. Recent data in Guyana has shown that low-ability school attendance is associated with low rates of student attendance, retention, and graduation. This study aims to understand the effects of ability grouping on students by comparing the psychosocial well-being of students from different ability schools. Data was collected from a sample of 193 adolescents (70 males and 123 females) aged 13-18 from four secondary schools; representing the four school ability rankings. It was hypothesised that student psychosocial well-being would be significantly lower in low-ability schools compared to high-ability schools. Unexpectedly, the results indicated that the highest ability school had significantly lower psychosocial well-being than the other lower ability schools. The results may be potentially explained by the theory of Big-Fish-Little-Pond Effect, however confirmation in future research is warranted.

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