Utility value interventions in a college biology lab: The impact on motivation
Utility value interventions in a college biology lab: The impact on motivation
复制标题
DOI：
10.1002/tea.21592
复制
发表时间：
2019-08-21
影响因子：
4.6
通讯作者：
Pigford, Kimberly
中科院分区：
文献类型：
--
作者：
Curry, Kevin W., Jr.;Spencer, Dan;Pigford, Kimberly
科学写作，如实验报告，让学生形成对科学概念的有意义的理解。然而，学生往往认为科学写作是不重要的，并利用表面水平的方法完成写作作业。目前的研究实施了三个实验性干预措施（直接沟通，自我生成和混合）与以前的文献一致，旨在提高实验室报告在大学环境中的实用价值。参与者（n = 1，002）是从东南部一所大型大学生物学入门课程的43个实验室部分招募的。主观任务价值的措施（效用价值，实现价值，成本和内在价值）收集前，中期和干预后。后测结果显示，自编组和混合组的自我报告效用值均高于对照组。要求学生对一项任务产生自己的效用值，然后进行书面反思，增加了学生对生物实验室报告的持续和情境兴趣。
Science writing, such as lab reports, allows students to form a meaningful understanding of scientific concepts. However, students often view scientific writing as unimportant and utilize surface level approaches when completing writing assignments. The current study implemented three experimental interventions (directly-communicated, self-generated, and hybrid) aligned with prior literature and designed to improve the utility value of lab reports in college settings. Participants (n = 1,002) were recruited from 43 lab sections of an introductory biology course at a large southeastern university. Measures of subjective task value (utility value, attainment value, cost, and intrinsic value) were collected pre-, mid-, and post-intervention. The self-generated and hybrid groups exhibited higher self-reported utility value by posttest compared to the control group. Requiring students to generate their own utility value toward a task, followed by a written reflection, increases students' maintained and situational interest for biology laboratory reports.