Understanding students’ beliefs about the nature of knowing in chemistry and biology: A mixed-method analysis

• In Event: Postsecondary Math and Science Learning and Development

Abstract

Students’ development and application of beliefs regarding the nature of knowing has crucial implications for persistence in science, technology, engineering, and mathematics (STEM) (Hofer & Pintrich, 2002). How course context can foster these beliefs is thus useful to explore. This study employed mixed-methods to understand the relationship between course context and development of students’ beliefs about the nature of knowing within two introductory chemistry and biology courses. Analysis of survey data revealed significant change in students’ beliefs in both courses over the duration of the semester. Analysis of interview data showed students in both courses identified and preferred course components that fostered critical thinking rather than superficial understanding. Findings are significant for professors seeking to nurture students’ critical thinking.

Authors

• Emily Tancredi-Brice Agbenyega, Temple University

• Ting Dai, University of Illinois at Chicago

• Melissa Karakus, Temple University

• Erin McNamara Horvat, Temple University

• Jennifer G. Cromley, Temple University

• Tony C. Perez, Duke University

• Joseph Agyare Kumi, Temple University