Variations in Student Approaches to Problem Solving in Undergraduate Biology Education-Reference-Cited by-同舟云学术

Variations in Student Approaches to Problem Solving in Undergraduate Biology Education

Published:2024-06 Issue:2 Volume:23 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Hsu Jeremy L.¹,Sung Rou-Jia²,Swarat Su L.³,Gore Alexandra J.⁴,Kim Stephanie⁵,Lo Stanley M.⁶⁷⁸

Affiliation:

1. Schmid College of Science and Technology, Chapman University, Orange, CA 92866

2. Department of Biology, Carleton College, Northfield, MN 55057

3. Office of Institutional Effectiveness and Planning, California State University, Fullerton, CA 92831

4. Program in Mathematical Methods in Social Sciences, and

5. Program in Biological Sciences, Northwestern University, Evanston, IL 60201

6. Department of Cell and Developmental Biology

7. Joint Doctoral Program in Mathematics and Science Education, and

8. Research Ethics Program University of California San Diego, La Jolla, CA 92093

Abstract

We investigated undergraduate student approaches to problem solving in biology and identified five aspects, including knowledge, strategy, intention, metacognition, and mindset, that define three qualitatively different approaches to problem solving; each approach is distinguishable by variations across the aspects.

Publisher

American Society for Cell Biology (ASCB)

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