Skip Nav Destination
Close Modal
Update search
Filter
- Title
- Author
- Author Affiliations
- Full Text
- Abstract
- Keyword
- DOI
- ISBN
- EISBN
- ISSN
- EISSN
- Issue
- Volume
- References
Filter
- Title
- Author
- Author Affiliations
- Full Text
- Abstract
- Keyword
- DOI
- ISBN
- EISBN
- ISSN
- EISSN
- Issue
- Volume
- References
Filter
- Title
- Author
- Author Affiliations
- Full Text
- Abstract
- Keyword
- DOI
- ISBN
- EISBN
- ISSN
- EISSN
- Issue
- Volume
- References
Filter
- Title
- Author
- Author Affiliations
- Full Text
- Abstract
- Keyword
- DOI
- ISBN
- EISBN
- ISSN
- EISSN
- Issue
- Volume
- References
Filter
- Title
- Author
- Author Affiliations
- Full Text
- Abstract
- Keyword
- DOI
- ISBN
- EISBN
- ISSN
- EISSN
- Issue
- Volume
- References
Filter
- Title
- Author
- Author Affiliations
- Full Text
- Abstract
- Keyword
- DOI
- ISBN
- EISBN
- ISSN
- EISSN
- Issue
- Volume
- References
NARROW
Format
Journal
Article Type
Date
Availability
1-2 of 2
Keywords: self-efficacy
Close
Follow your search
Access your saved searches in your account
Would you like to receive an alert when new items match your search?
Sort by
Journal Articles
Journal:
The American Biology Teacher
The American Biology Teacher (2018) 80 (3): 228–234.
Published: 01 March 2018
...-confidence self-efficacy mandala community of learners and scholars One of the important aspects of developing underrepresented minority student's self-confidence and resiliency is to create an inclusive class and lab environment ( Rendon, 1994 ; Aikenhead, 1997 ; Bandura, 1997 ; Zimmerman...
Abstract
Engaging and gauging (engauging) first-generation, under-represented minority undergraduate general biology students through processes of inquiry, critical thinking, and affective learning is vital as they develop their scientific identity. An important challenge is how we can establish communities of practice and instill in our first-generation students self-awareness and reflection as they apply, analyze, and evaluate data on biological principles. In my article, I describe an innovative weekly assignment for my first generation Hispanic and Native Indigenous students called Quizfolio: quiz and mini-portfolios on biological principles and themes outlined in Vision and Change. Within a SOAR framework that will be introduced in my article, quizfolios provide an active learning space for students to integrate inclusive student-centered, in-class discussions and longitudinal lab inquiries in a first-year undergraduate biology course through metacognition and reflection-in-action. This transformative, culturally responsive mentoring approach encourages first-generation undergraduates to bring self-awareness to unclear or confusing topics that are clarified at the start of class or lab settings, and provides future framework for long-term retention of biological concepts.
Journal Articles
Journal:
The American Biology Teacher
The American Biology Teacher (2017) 79 (3): 184–190.
Published: 01 March 2017
... attribute this finding to a bleed-over of the treatment group instructional design to the control group. In addition, significant differences in mean and median scores were observed with respect to intrinsic motivation and self-efficacy. The statistically significant increases in learning for both groups...
Abstract
Research indicates that student learning of science, student attitudes toward science, and their motivation to learn science and pursue science-related careers is related to classroom instruction. This study examined anatomy and physiology (A&P) classes in a south Texas high school where 97 percent of students are Hispanic bilingual learners. Classes were assigned to control or treatment groups, with the treatment group receiving instruction designed to help students develop a deeper understanding of anatomy vocabulary related to brain structures by making connections to these words in everyday life as well as to their understanding of Spanish. Main effects between group and test scores were significant, with the control group reporting higher test scores than the treatment group. We attribute this finding to a bleed-over of the treatment group instructional design to the control group. In addition, significant differences in mean and median scores were observed with respect to intrinsic motivation and self-efficacy. The statistically significant increases in learning for both groups suggests the activity-, problem-, and project-based (APB) curriculum has the potential to be an effective type of instruction, especially for bilingual learners.