Examining the impact of student expectations on undergraduate biology education reform.

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dc.contributor.authorHall, Kristi
dc.contributor.authorWatkins, Jessica
dc.contributor.authorCoffey, Janet
dc.contributor.authorCooke, Todd
dc.contributor.authorRedish, Edward
dc.date.accessioned2022-07-29T19:02:54Z
dc.date.available2022-07-29T19:02:54Z
dc.date.issued2011
dc.description.abstractThe past 10-15 years have seen numerous calls for curricular reform in undergraduate biology education, most of which focus on changes to curriculum or pedagogy. Data collected from students in a large introductory undergraduate biology course indicate that student expectations about the nature of the knowledge they were learning influence how they interacted with reform efforts in that class. Given that student expectations influence the ways in which they participate in course activities, this paper (the first in a series that looks at student expectations in biology) argues that curriculum reform initiatives should consider student expectations in order to increase the chance for effective implementation.en_US
dc.identifierhttps://doi.org/10.13016/mjwc-npqt
dc.identifier.citationHall, K. L., Watkins, J.E., Coffey, J. E., Cooke, T. J., & Redish, E. F. (2011, April). Examining the impact of student expectations on undergraduate biology education reform. In 2011 Annual meeting of the American Educational Research.en_US
dc.identifier.urihttp://hdl.handle.net/1903/29079
dc.relation.isAvailableAtCell Biology & Molecular Geneticsen_us
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtCollege of Computer, Mathematical & Natural Sciencesen_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us
dc.subjectBiology educationen_US
dc.subjectstudent attitudes
dc.subjectcurriculum studies
dc.subjectdisciplinary knowledge
dc.titleExamining the impact of student expectations on undergraduate biology education reform.en_US
dc.typeBook chapteren_US

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