Postsecondary Faculty Attitudes and Beliefs about Writing-Based Pedagogies in the STEM Classroom-Reference-Cited by-同舟云学术

Postsecondary Faculty Attitudes and Beliefs about Writing-Based Pedagogies in the STEM Classroom

Published:2022-09 Issue:3 Volume:21 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Finkenstaedt-Quinn Solaire A.¹,Gere Anne Ruggles²,Dowd Jason E.³,Thompson Robert J.⁴,Halim Audrey S.¹,Reynolds Julie A.⁵,Schiff Leslie A.⁶,Flash Pamela⁷,Shultz Ginger V.¹

Affiliation:

1. Department of Chemistry, University of Michigan, Ann Arbor, MI 48109

2. Sweetland Center for Writing, University of Michigan, Ann Arbor, MI 48109

3. OnRamps, University of Texas at Austin, Austin, TX 78705

4. Department of Psychology and Neuroscience, Duke University, Minneapolis, MN 55455

5. Department of Biology, Duke University, Minneapolis, MN 55455

6. Department of Microbiology and Immunology, University of Minnesota, Minneapolis, MN 55455

7. Center for Writing, University of Minnesota, Minneapolis, MN 55455

Abstract

This study presents the analysis of a nationwide survey focused on STEM faculty use of and beliefs about writing-based pedagogies. The findings indicate that beliefs about behavioral control, rather than the effectiveness of writing pedagogies, primarily differentiate the faculty who do and do not use writing assignments in their courses.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference76 articles.

1. The theory of planned behavior

2. Prediction of goal-directed behavior: Attitudes, intentions, and perceived behavioral control

3. Are We Asking the Right Questions?

Cited by 7 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Student Experiences With Peer Review and Revision for Writing-to-Learn in a Chemistry Course Context;Written Communication;2024-08-08

2. Automated Text Analysis of Organic Chemistry Students’ Written Hypotheses;Journal of Chemical Education;2024-02-15

3. Capturing students' identification of the relevance of organic chemistry in writing;Chemistry Education Research and Practice;2024

4. Examining the role of assignment design and peer review on student responses and revisions to an organic chemistry writing-to-learn assignment;Chemistry Education Research and Practice;2024

5. Boosting student performance with inclusive writing-to-learn assignments through graphic organizers in large enrollment undergraduate biology courses;Journal of Microbiology & Biology Education;2023-12-14