Understanding Science Identity Development Among College Students

Jiang, Zhimeng; Wei, Bing

doi:10.1007/s11191-023-00478-9

Cited by 3 publications

(4 citation statements)

References 73 publications

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“…Since the effect of virtual laboratory training on science identity has not been explicitly examined in the literature [3], we wanted to determine if engaging in the virtual simulation affected this motivational belief as it is an important metric for student persistence and success in STEM fields [23]. The 2x3 (time x group) mixed ANOVA showed no significant main effect of time (F(1, 130) = .53, p = .47), group (F(2, 130) = 2.68, p = .07), or timexgroup interaction (F(2, 130) = .52, p = .60) ( Table 4 ).…”

Section: Resultsmentioning

confidence: 99%

“…However, based on research on the factors that impact science identity development [15, 21] and common instructional approaches in designing of laboratory simulations [10, 22], it is reasonable to assume that student engagement with virtual laboratory environments has the potential to impact their science identity analogous to physical laboratory training. In particular, elements of virtual simulations such as 1) the use of active learning [23], 2) reduction or removal of barriers to access [10], and 3) reduction of risk and providing space for students to fail [24] all have the potential to increase students’ science identity by bolstering competence, increasing performance, and promoting self-acknowledgement [25].…”

Section: Introductionmentioning

confidence: 99%

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Student experiences with an interactive 3D immersive biotechnology simulation and its impact on motivational beliefs

Spencer,

McKeown,

Tredwell

et al. 2024

Preprint

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The development and use of virtual laboratories to augment traditional in-person skills training continues to grow. Virtual labs have been implemented in a number of diverse educational settings, which have many purported benefits including their adaptability accessibility and repeatability. However few studies have evaluated the impact of virtual laboratories outside of academic achievement and skills competencies especially in biotechnology. In this study an interdisciplinary team of content experts video game researchers instructional designers and assessment experts developed a 3D immersive simulation designed to teach novice scientists the technical skills necessary to perform sterile mammalian cell culture technique. Unique to the simulation development process is the recreation of an immersive experience through the capture of details in the real-world lab where participants have the freedom of choice in their actions while receiving immediate feedback on their technical skills as well as procedural execution. However unlike an in-person laboratory course students are able to iterate and practice their skills outside of class time and learn from their mistakes. Using a mixed-methods study design over the course of two semesters we evaluated student attitudes of the simulation and their science motivational beliefs including self-efficacy and science identity after engaging with the simulation prior to the physical laboratory. Our results show that students science identity remained unchanged while their science self-efficacy increased. Furthermore students had positive perceptions of the benefits of the virtual simulation. These data suggest that the virtual cell culture simulation can be a useful pedagogical training tool to bolster students motivational beliefs that is both accessible and easy to implement.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student experiences with an interactive 3D immersive biotechnology simulation and its impact on motivational beliefs

Spencer,

McKeown,

Tredwell

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Since the effect of virtual laboratory training on science identity has not been explicitly examined in the literature [ 8 ], we wanted to determine if engaging in the virtual simulation affected this motivational belief as it is an important metric for student persistence and success in STEM fields [ 28 ]. The 2x3 (timexgroup) mixed ANCOVA showed no significant main effect of time ( F (1,127) = 2.43, p = .12), group ( F (2,127) = 2.82, p = .06), or timexgroup interaction ( F (2,127) = .29, p = .75) ( Table 4 ).…”

Section: Resultsmentioning

confidence: 99%

“…However, based on research on the factors that impact science identity development [ 20 , 26 ] and common instructional approaches in designing of laboratory simulations [ 15 , 27 ], it is reasonable to assume that student engagement with virtual laboratory environments has the potential to impact their science identity analogous to physical laboratory training. In particular, elements of virtual simulations such as 1) the use of active learning [ 28 ], 2) reduction or removal of barriers to access [ 15 ], and 3) reduction of risk and providing space for students to fail [ 29 ] all have the potential to increase students’ science identity by bolstering competence, increasing performance, and promoting self-acknowledgement [ 30 ].…”

Section: Introductionmentioning

confidence: 99%

Student experiences with a molecular biotechnology course containing an interactive 3D immersive simulation and its impact on motivational beliefs

Spencer,

McKeown,

Tredwell

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

The development and use of virtual laboratories to augment traditional in-person skills training continues to grow. Virtual labs have been implemented in a number of diverse educational settings, which have many purported benefits including their adaptability, accessibility, and repeatability. However, few studies have evaluated the impact of virtual laboratories outside of academic achievement and skills competencies, especially in biotechnology. In this study, an interdisciplinary team of content experts, video game researchers, instructional designers, and assessment experts developed a 3D immersive simulation designed to teach novice scientists the technical skills necessary to perform sterile mammalian cell culture technique. Unique to the simulation development process is the recreation of an immersive experience through the capture of details in the real-world lab where participants have the freedom of choice in their actions, while receiving immediate feedback on their technical skills as well as procedural execution. However, unlike an in-person laboratory course, students are able to iterate and practice their skills outside of class time and learn from their mistakes. Over the course of two semesters, we used a mixed-methods study design to evaluate student attitudes towards the simulation and their science motivational beliefs. Students’ self-efficacy and science identity were assessed after engaging with the simulation prior to the physical laboratory. Our results show that students’ science identity remained unchanged while their science self-efficacy increased. Furthermore, students had positive perceptions of the benefits of the virtual simulation. These data suggest that the virtual cell culture simulation can be a useful pedagogical training tool to support students’ motivational beliefs that is both accessible and easy to implement.

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Chinese Grades 1–9 Students’ Views of the Nature of Science

Liu,

2024

Sci & Educ

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Understanding Science Identity Development Among College Students

Cited by 3 publications

References 73 publications

Student experiences with an interactive 3D immersive biotechnology simulation and its impact on motivational beliefs

Student experiences with an interactive 3D immersive biotechnology simulation and its impact on motivational beliefs

Student experiences with a molecular biotechnology course containing an interactive 3D immersive simulation and its impact on motivational beliefs

Chinese Grades 1–9 Students’ Views of the Nature of Science

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