Board 13: Work in Progress: Exploring Student Disposition in a Foundational Conservation Principles of Bioengineering Course
Notice bibliographique
Résumé
Abstract This paper focuses on a second-year required course designed to provide students with a foundational understanding of the conservation of mass, energy, and momentum. This course emphasizes conceptual problem-solving, which necessitates grasping a problem conceptually before solving it. We hypothesize that this type of problem-solving approach, combined with the applied math content, may lead to doubts among students regarding their ability to do well in such a class, potentially affecting their motivation. In a related Fall 2022 study, students were consented and asked to answer a questionnaire with 60 questions that were taken from the validated instruments: the Index of Learning Styles, the Intrinsic Motivation Inventory, the Growth Mindset Scale, and sense of belonging questionnaire [blind citation]. The research team identified a few key indicators that showed a strong correlation in to performance in the course: Reflector/activist traits from the Index of Learning Styles survey, Intrinsic motivation related to both value and expectancy, belonging in the class, and growth mindset [blind citation]. Building upon the insights from Fall 2022 study, a new cohort of students were consented and asked to respond to the survey in week 1 of the course. Additionally, during the course, right before each midterm, in weeks 4, 7, and 12, students were asked to reflect on their goals for the semester and how they plan to reach their goals. In week 7, students were provided their individual mindset survey results from week 1 and were asked a series of questions about their mindset related to the class average and then asked about changes in their mindset along with questions about how they felt their mindset connected to their performance in the course and how or what aspects of the course has contributed to their mindset changes. Results showed that students felt that their plots from week 1 were representative of their incoming mindsets. Over time, many students perceived the course as increasingly valuable and interesting, fostering a more reflective mindset. Thematic analysis performed on the open-ended responses from the survey resulted in 3 main themes: 1) Positive Mindset and Motivation, 2) Mindset Transformation, and 3) the Role of Mindset in Perseverance. When asked about what elements of the course led to changes in mindset, thematic analysis of the open-ended responses revealed 5 main themes: 1) Engaging and interesting instruction, 2) Supportive instructor and teaching team, 3) Effective communication and explanations, 4) Interactive and participatory learning, and 5) Efficient Grading and Feedback. In summary, the thematic analysis of the quotes emphasizes the importance of good pedagogy in impacting the students' motivation and mindset within a course. It also underscores the value of fostering reflective practices into the course.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,011 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,004 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,003 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».