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Tytuł pozycji:

Brief, Written Reflections Improve Interest of Introductory Animal Science Undergraduates.

Tytuł:
Brief, Written Reflections Improve Interest of Introductory Animal Science Undergraduates.
Autorzy:
Erickson M; Department of Animal & Dairy Sciences, University of Wisconsin-Madison, Madison, WI 53703.
Wattiaux MA; Department of Animal & Dairy Sciences, University of Wisconsin-Madison, Madison, WI 53703.
Marks D; Department of Animal Sciences, Purdue University, West Lafayette, IN 47907.
Karcher EL; Department of Animal Sciences, Purdue University, West Lafayette, IN 47907.
Źródło:
CBE life sciences education [CBE Life Sci Educ] 2021 Jun; Vol. 20 (2), pp. ar28.
Typ publikacji:
Journal Article; Randomized Controlled Trial
Język:
English
Imprint Name(s):
Original Publication: Bethesda, MD : American Society for Cell Biology, c2006-
MeSH Terms:
Students*
Writing*
Animals ; Humans ; Laboratories ; Motivation
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Entry Date(s):
Date Created: 20210503 Date Completed: 20210519 Latest Revision: 20220111
Update Code:
20221213
PubMed Central ID:
PMC8734397
DOI:
10.1187/cbe.20-08-0164
PMID:
33938765
Czasopismo naukowe
In addition to stimulating interest through experiential means, educators can support interest development through structured reflection. Our randomized controlled intervention study assessed the effectiveness of 10-minute written utility-value reflections designed to enhance the interest of introductory animal science students. During the Spring 2019 semester, we randomly assigned participating students into two blocks, utility-value reflection ( n = 39) and control ( n = 34), at the beginning of the course. In week 6 during the 16-week semester, students completed corresponding tasks: either written reflections on the personal value of course laboratory material or a control picture-summarization task. Results showed that the utility-value reflection intervention tended to improve situational interest and was most effective for students with low pretest individual interest. Neither the intervention nor the interest variable predicted course performance. In utility-value reflection responses, we catalogued themes aligned with a range of task-value components beyond utility-value. Our results reinforce previous work indicating that utility-value reflections support low individual interest students in developing academic motivation.

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