General Education Science Courses Research Articles

Virtual Labs for Postsecondary General Education and Applied Science Courses: Faculty Perceptions

General education science courses at a Canadian postsecondary institution implemented Beyond Labz virtual science labs. Faculty members teaching vocational science-related courses tested this resource. This qualitative study explores faculty member and learner perceptions of the efficacy of these virtual labs in terms of ease of use, designing hands-on activities, student engagement, and accessibility. Data are collected via a focus group, surveys, meetings, and interview notes. The study found that learners and faculty members may have different perceptions of the importance of virtual labs for the development of various skills. From the data, five themes emerge related to addressing the needs of diverse learners and utilizing multiple affordances of virtual labs. Although science virtual labs are perceived as a useful tool for teaching and learning science, faculty members identify barriers such as the need to develop digital literacy skills and initial training and institutional support when introducing new tools. Recommendations for effective science virtual labs curriculum integration are included.

The U.S. Landscape of Elementary Teachers’ Science Course Requirements

ABSTRACT One of the United States’ higher education system’s most important tasks is properly preparing elementary teachers to teach science. Teachers’ ability to use their science subject matter knowledge (SMK) to effectively develop pedagogical approaches can significantly contribute to their students’ engagement in science and motivation to pursue science-related careers. To date, several studies examine the influences of subject matter knowledge on teachers’ pedagogical strategies. Although there are still contradictions regarding those influences, providing teachers with adequate preparation in science SMK and science pedagogical knowledge is crucial. To understand how elementary teachers are currently prepared in science SMK, this study examines degree requirements across 223 colleges and universities in the U.S. to determine the number and type of general education science content courses required for candidates to complete their elementary education degrees. Our findings indicated that while many U.S. universities’ undergraduate general education science course requirements have increased in terms of required numbers of science credit hours since 2009, the related pedagogical science content knowledge and science content knowledge of pre-service elementary teachers has not also increased. Thus, we can surmise that increasing the required quantity of general education science courses does not correlate to increased science content knowledge, or increased science teaching confidence or competence, at least among undergraduate per-service elementary teachers.

Constructing a Challenging Instruction Repertoire in a Private Institution

This study determined to gauge if the given program outcomes for teacher education programs are evident as well as the indicators for beginning teachers are gained by the fourth-year students. This study used a mixed-method utilizing a sequential explanatory design which implies collecting and analyzing quantitative and then qualitative data in two consecutive phases within one study. A survey – questionnaire adapted from a standardized questionnaire, the Course Description Alignment Tool, which was used in the study "General Education Science and Mathematics Courses of Philippine Normal University’s Outcomes-based Teacher Education Curriculum: Intents and Actualities," was utilized for the study. The statistical treatments used were proportion, weighted mean and Pearson Product Moment Correlation Coefficient. It was found out that on the extent of the implementation of the Teacher Education programs based on the Commission on Higher Education (CHED) Program Outcomes, the respondents had with them more evident traits from the indicators which were common to all types of schools, given that of the five indicators, all four have a weighted mean interpreted as very evident and only one indicator was just evident. The average weighted mean for the indicators on the program outcomes common to all types of schools was higher than that of the program outcomes common to the discipline. On the extent of the implementation of the Teacher Education programs based on the Department of Education’s Beginning Teacher Indicators from the Philippine Professional Standard for Teachers (PPST), with the seven domains where the indicators were grouped, the respondents had very evident traits on the indicators for domain 2 which was on the learning environment and domain 7 which was on personal growth and professional development. It was concluded that on the implementation of the teacher education programs there were evidences that the students were able to have the required qualities or anticipated traits to become a beginning teacher based on the Philippine Professional Standards for Teachers (PPST) and the Program Outcomes of the Commission on Higher Education (CHED). This implied that the teacher education program had already met some necessary areas for producing a set of good quality educators for schools. It was recommended that a professional and instructional development plan be adopted.

Improving Student Attitudes and Academic Performance in Introductory Biology Using a Project-Based Learning Community.

ABSTRACTStudents majoring in non-STEM fields often identify introductory biology courses as irrelevant and overly rigorous. Resistance to enroll in a required general education science course, coupled with negative attitudes toward the subject, can adversely affect the academic performance of students; this can especially be present in students from under-represented minority groups. Therefore, instructors have to intentionally design a curriculum that overcomes these factors as they educate non-major students enrolled in introductory biology. BioArt, a learning community, was formed between introductory biology and introduction to graphic design courses to improve the attitudes and academic performance of students in the biology course at a Historically Black College and University (HBCU). The BioArt model incorporated a common theme, project-based learning, and opportunities for experiential learning. To measure outcomes, traditional examinations, non-traditional assessments, failure/withdraw rates, and student attitudes were evaluated. Using this model, introductory biology became less intimidating, more relevant, and improved academic success among freshman minority students. Thus, the BioArt model can be utilized as an intervention at different institutions of higher learning.

Student views of a PBL chemistry laboratory in a general education science course

Several traditional chemistry lab experiences were replaced with a problem-based learning (PBL) experience in a college, general education, conceptual chemistry course. Students worked in small groups on an authentic chemistry problem where each student played a different role (Scientist, Engineering, Marketing Manager, Safety Officer, or Secretary). Mid-semester, the pandemic forced the course online. Q methodology [Q] was used to determine the divergent viewpoints that existed amongst the students regarding their PBL experience. Each student provided their view by sorting related statements into a grid. Three divergent viewpoints emerged from the analyses Two viewpoints are positive about the PBL experience (Motivated learners and Committed to my group) and one is negative (Negative experience due to group dynamics). Descriptions of these views and implications are discussed.

Leveraging Citizen Science in a College Classroom to Build Interest and Efficacy for Science and the Environment

University instructors can leverage citizen science resources to support student learning and cultivate interest and efficacy in science and the environment. In this case study, we examined learning outcomes of students from various majors participating in citizen science experiences as part of a general education science course at a large public university in the United States. In Spring 2019, students were assigned to collect arthropod data for an iNaturalist project. In Fall 2020, students chose between analyzing iNaturalist bumblebee observations or identifying plants using iNaturalist’s Seek app. In both years, study participants completed pre- and post-assignment surveys designed to assess interest in nature, self-efficacy for environmental action, interest in science, and self-efficacy for learning and doing science (n₂₀₁₉ = 131, n₂₀₂₀ = 78). Across all students, we found a significant increase in interest in science and a slight increase in all other variables. Compared with agriculture and natural resources majors, non-majors reported greater increases for all variables, significantly so for efficacy for environmental action and efficacy for learning and doing science. Overall growth was also more pronounced in 2020 than 2019, with 2020 gains greatest among students who chose to analyze iNaturalist data. Our findings suggest that integrating choice and different ways of engaging with citizen science into university curricula has the potential to bolster interest and efficacy, which facilitate learning, particularly among students enrolled in courses outside their major. Designing citizen science assignments that incorporate choice and accommodate diverse student interests and motivations can help achieve these goals.

Less is More: Course Redesign and the Development of an Atmospheric Science Process Skills Assessment

General education science courses strive to promote scientific literacy and the development of scientific process skills. However, research shows that many general education courses are still designed to stress content mastery. In this study, the number of topics in five semester-long introductory atmospheric science courses was reduced to increase time for the development of scientific process skills, a critical component of scientific literacy. The Atmospheric and Climate Science Literacy Frameworks and a general science education skills rubric were used to guide the course redesign and development of course activities. Details of the course structure and sample course activities are described. A pre-post-test was developed to evaluate attainment of five scientific process skills and the efficacy of the course redesign. Preliminary validity and reliability studies suggest that the majority of the assessment questions are reliable, though further validation of the assessment is required.

Gamification of General Education Science Courses for Online Delivery

Gamification is an approach to learning that has students participate in gaming style activities while engaging with the course material. While this can be readily implemented in face-to-face modalities, it can be more difficult to envision in an online course delivery. Here we examine this approach in two general education science courses that have been developed for online students. Each of these courses seek to empower students and give them a sense of autonomy and control of their learning “path”. Much like a choose your own adventure book, the students navigate their own way through each module, enabling them to take as much or as little time with each activity, as is appropriate to their individual learning styles. Gamified courses presented here include an evolution course and a biochemistry course focused on cooking. Game elements were used to present new material to students or for them to review content that they had already learned. Approaches that were effective (or not) are presented along with a discussion of challenges and how they were addressed throughout the course design process. Overall, the gamification has been well-received by students, resulting in improved student evaluations and a reduction in DFW numbers for redesigned courses.

Defining Science Literacy in General Education Courses for Undergraduate Non-Science Majors

This article describes a project focused on identifying science instructors’ conceptions of science literacy and using these conceptions to develop a brief science literacy student self-assessment (SCILIT). We present the rationale and process we used to elicit instructors’ conceptions of science literacy, crafted in a meaningful way with input by faculty and graduate student science experts. Next, we explain how we developed a novel student SCILIT self-assessment based on those expert conceptions. We describe our initial efforts using SCILIT in undergraduate general education science courses to explore students’ self-perceived science literacy. We discuss the use of SCILIT self-assessment to assess potential progression of students’ self-rated science literacy over the course of an academic term, and how this student self-assessment relates to instructor ratings of academic proficiency and science literacy. Finally, we reflect on the use of SCILIT self-assessment to guide instruction and assessment in general education science courses for non-science majors.

Gamification of General Education Science Courses for Online Delivery

Gamification is an approach to learning that has students participate in gaming style activities while engaging with the course material. While this can be readily implemented in face‐to‐face modalities, it can be more difficult to envision in an online course delivery. Here we examine this approach in two general education science courses that have been developed for online students. Each of these courses seek to empower students and give them a sense of autonomy and control of their learning “path”. Much like a choose your own adventure book, the students navigate their own way through each module, enabling them to take as much or as little time with each activity, as is appropriate to their individual learning styles. Gamified courses presented here include an evolution course and a biochemistry course focused on cooking. Game elements were used to present new material to students or for them to review content that they had already learned. Approaches that were effective (or not) are presented along with a discussion of challenges and how they were addressed throughout the course design process. Overall, the gamification has been well‐received by students, resulting in improved student evaluations and a reduction in DFW numbers for redesigned courses.

Critical Thinking and Physics Concepts: Indicators for General Education Science Course Assessment

Abstract Demonstrating knowledge of major concepts and critical thinking are common learning outcomes for general education courses, especially in the sciences. Although numerous valid and reliable measures of conceptual understanding exist, the determination of critical thinking level is often more difficult, subjective, and domain-specific. This study investigates the relationship between domain-specific critical thinking and the learning of force and motion concepts within laboratory activities in a first semester, non-calculus college physics course. Regression analyses were used while controlling for age, prior physics coursework, and the conceptual understanding pretest score. Conceptual understanding was measured using the valid and reliable Force and Motion Conceptual Evaluation (FMCE). Critical Thinking (CT) was determined using the Holistic Critical Thinking Scoring Rubric (HCTSR) and the Structure of the Observed Learning Outcomes (SOLO) Taxonomy. The results indicate that students' CT has a significant correlation with their learning of force and motion concepts. In other words, students who demonstrate a Newtonian view of force and motion also demonstrate higher levels of CT. Thus, FMCE post-test scores could be used as a proxy for students' CT measurements within a first semester physics course. Additionally, the preference of the SOLO Taxonomy is based on ease of use and estimates of inter-rater reliability.

Can I still eat it? Using problem-based learning to test the 5-second rule and promote scientific literacy.

Defining appropriate student learning outcomes for general education science courses is a daunting task. We must ask ourselves how to best prepare our students to understand the role of science in their lives and in society at large. In the era of social media and armchair experts, life-changing scientific advancements such as vaccination are being dismissed or actively resisted, emphasizing the critical need to teach science literacy skills. One active classroom method known as problem-based learning promotes self-motivated learning and synthesis skills that, when applied in a science-literacy context, can provide students with the ability to generate informed opinions on new scientific advances throughout their lifetime. This piece describes one such problem-based course, designed to tackle the scientific basis (or lack thereof) of the 5-second rule for eating food dropped on the floor. In this course, first year students experimentally engage this issue, while also applying their developing skill set to sort out scientific controversies such as vaccine safety and genetically modified foods.

The mass-lifetime relation

In a recent “AstroNote,” I described a simple exercise on the mass-luminosity relation for main sequence stars as an example of exposing students in a general education science course of lower mathematical level to the use of quantitative skills such as collecting and analyzing data. Here I present another attempt at a meaningful experience for such students that again involves both the gathering and analysis of numerical data and comparison with accepted result, this time on the relationship of the mass and lifetimes of main sequence stars. This experiment can stand alone or be used as an extension of the previous mass-luminosity relationship experiment.

Comparing The Impact Of An Astronomy Course And A Science And Society Seminar On Undergraduate Students' Attitudes Toward Science

A common challenge among university professors is how to best design undergraduate courses to successfully enhance students' attitudes. To compare which curriculum was more efficient at fostering a positive attitude towards science in general, I studied the impact of two different general education science courses on the attitudes of college students. The first course was an arithmetic-based Introductory Astronomy course for non-science majoring undergraduates that used interactive and inquiry-based teaching techniques. The comparison course was a Science, Technology, & Society (STS) seminar with context-based science contents, discussions, and intensive reading and writing. The post-semester results showed that neither curriculum on its own significantly changed the overall attitude of students towards science as far the assessment could measure, but that each curriculum did successfully enhance specific aspects of the students’ attitude in differing categories. The STS students had scores showing a gain in believing that scientists are honest. The astronomy students had scores showing a gain in understanding that scientific theories can change in the light of new evidence. However, the most significant change was a loss in the astronomy students’ confidence that the general public can and should understand science. Thus, the results suggest that professors who strongly desire to enhance the broad nature of students' attitudes need to use more purposeful instructional experiences rather than rely only on students' deepening understanding of the specific scientific content.

Where Did They Go Wrong? Identifying Student Strategies Used in Analytic Thinking, Evaluating Data, and Problem Solving

This formative study was undertaken to identify and evaluate strategies students use solving nutrition problems so that ineffective strategies can be addressed in instruction to improve future course outcomes. Exploring strategies students use in answering nutrition questions will help instructors tailor instruction to improve learning. One hundred and twenty-three student volunteers (129 undergraduates enrolled) from 2 sections of an introductory nutrition course completed a 10-item quiz administered at the end of the semester. Students included nutrition majors and nonmajors seeking general education science credits. At this university general education science courses must demonstrate analytical thinking, problem solving, and interpreting/evaluating data. These types of learning are incorporated into topics on healthy eating, introductions to macronutrients, micronutrients, and food safety, with face-to-face instruction for 16 weeks. Students described methods used to solve 3 quiz items. Investigators reviewed methods and the correctness of the solution. To interpret body mass index values, students who used a table (48%) were correct more often than those relying on memory (51%). To identify food group deficiencies given relevant data, most students partitioned food to groups (71%) but only one-fifth obtained necessary information from charts defining quantities and specific recommendations (21%). To calculate Estimated Energy Requirement, students used the given formula (70%) or guessed (20%). Over 60% of students using the formula gave incorrect answers due to difficulty with computations or converting units. Encouraging students to use appropriate tables should increase success over relying on memory. Mastering unit conversions and reviewing order of operations should improve problem solving successes.

The mass-luminosity relation in an introductory astronomy lab

Exposing students in general education science courses of lower mathematical levels to experiments that make use of quantitative skills such as collecting and analyzing data is very important because they provide examples of how science is actually done. Experiments with relatively simple procedures that are also interesting and engaging which serve this purpose can be hard to find. This can especially be true for introductory college astronomy courses; however, courses of this type often do still have a laboratory component because most students, regardless of major, are required to take at least one laboratory science course. When required to work with data in a quantitative fashion, the difficulty students with lower mathematical skills often have is that any actual physical meaning of an experiment can become completely lost in a procedure that, to them, seems to be purely an exercise in complex mathematics and for which they have resorted to simply following by rote, from which, perhaps needless to say, they are likely to learn little or nothing. I have seen this happen numerous times and it has inspired me to focus on attempting to develop meaningful laboratory experiences for students of lower mathematical level courses, such as introductory astronomy and conceptual physics, that involve both the gathering and analysis of numerical data. What follows is a simple experiment of this type on the mass-luminosity relation for stars on the main sequence of the Hertzsprung-Russell diagram that has proven useful for an introductory astronomy laboratory course.

Experimenting with impacts in a conceptual physics or descriptive astronomy laboratory

What follows is a description of the procedure for and results of a simple experiment on the formation of impact craters designed for the laboratory portions of lower mathematical-level general education science courses such as conceptual physics or descriptive astronomy. The experiment provides necessary experience with data collection and analysis as well as practice with quantitative skills such as measurement and calculation in a manner that does not exceed the mathematical scope of the courses while, due to its hands-on nature and interesting topic, remaining engaging.

Engaging musical acoustics instructors beyond the members of the Acoustical Society of America

The members of the Technical Committee on Musical Acoustics (TCMU) of the Acoustical Society of America (ASA) have demonstrated their commitment to education in acoustics regularly by organizing and cosponsoring numerous education-related sessions at ASA meetings. Musical acoustics as a topic for general education science courses is a popular offering at many colleges and universities. A brief survey of the musical acoustics course offerings at various colleges is presented. Many of these courses are taught by instructors who have not interacted with TCMU members or attended ASA meetings. It is possible that the musical acoustics community is missing out on opportunities to interact with a population of educators who share our interests. Our community should be looking for ways to engage the instructors of musical acoustics courses in dialogue which is mutually beneficial; members of the TCMU may find that they will discover new ideas for teaching musical acoustics from beyond the ASA membership.

Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice

Abstract Evidence-based instructional practices (ebips) have been associated with positive student outcomes; however, institutions struggle to catalyze widespread adoption of these practices in general education science, technology, engineering, and mathematics (stem) courses. Further, linking ebips with integrated learning assessment is rarely discussed in the literature, even though principles of continuous course design for quality higher education assume the connection of learning outcomes, teaching practices, and assessment. This qualitative action research study documents faculty attempting to utilize ebips and authentic assessment when they were provided support and accountability over multiple semesters. It documents participants' current practices and encourage shifts in both teaching and assessment practices targeting greater student success in stem general education courses. Narrative data drawn from interviews and written reflection describe the impact of structured faculty observation and cross-disciplinary conversation on participants' pedagogical and assessment choices. The faculty participants' voices vividly illustrate our findings: incentives, reflection, mentorship, and collaboration over multiple semesters support changing pedagogical practices and integrating outcomes assessment. While stem-based, the study findings are applicable across the general education curriculum.

Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice

Abstract Evidence-based instructional practices (ebips) have been associated with positive student outcomes; however, institutions struggle to catalyze widespread adoption of these practices in general education science, technology, engineering, and mathematics (stem) courses. Further, linking ebips with integrated learning assessment is rarely discussed in the literature, even though principles of continuous course design for quality higher education assume the connection of learning outcomes, teaching practices, and assessment. This qualitative action research study documents faculty attempting to utilize ebips and authentic assessment when they were provided support and accountability over multiple semesters. It documents participants' current practices and encourage shifts in both teaching and assessment practices targeting greater student success in stem general education courses. Narrative data drawn from interviews and written reflection describe the impact of structured faculty observation and cross-disciplinary conversation on participants' pedagogical and assessment choices. The faculty participants' voices vividly illustrate our findings: incentives, reflection, mentorship, and collaboration over multiple semesters support changing pedagogical practices and integrating outcomes assessment. While stem-based, the study findings are applicable across the general education curriculum.