Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity

While emphasis is often placed on assessing students' conceptual knowledge, less has been placed on investigating affective aspects of student biology learning. In this paper, we explore self-efficacy, sense of belonging, and science identity, as well as emerging assessment tools to monitor the...

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Detalles Bibliográficos
Autores principales: Trujillo, Gloriana, Tanner, Kimberly D.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2014
Materias:
Features
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3940464/
https://www.ncbi.nlm.nih.gov/pubmed/24591497
http://dx.doi.org/10.1187/cbe.13-12-0241
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author Trujillo, Gloriana
Tanner, Kimberly D.
author_facet Trujillo, Gloriana
Tanner, Kimberly D.
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description While emphasis is often placed on assessing students' conceptual knowledge, less has been placed on investigating affective aspects of student biology learning. In this paper, we explore self-efficacy, sense of belonging, and science identity, as well as emerging assessment tools to monitor these dimensions of students' learning.
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spelling pubmed-39404642014-03-04 Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity Trujillo, Gloriana Tanner, Kimberly D. CBE Life Sci Educ Features While emphasis is often placed on assessing students' conceptual knowledge, less has been placed on investigating affective aspects of student biology learning. In this paper, we explore self-efficacy, sense of belonging, and science identity, as well as emerging assessment tools to monitor these dimensions of students' learning. American Society for Cell Biology 2014 /pmc/articles/PMC3940464/ /pubmed/24591497 http://dx.doi.org/10.1187/cbe.13-12-0241 Text en © 2014 G. Trujillo and K. D. Tanner. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society of Cell Biology.
spellingShingle Features
Trujillo, Gloriana
Tanner, Kimberly D.
Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity
title Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity
title_full Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity
title_fullStr Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity
title_full_unstemmed Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity
title_short Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity
title_sort considering the role of affect in learning: monitoring students' self-efficacy, sense of belonging, and science identity
topic Features
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3940464/
https://www.ncbi.nlm.nih.gov/pubmed/24591497
http://dx.doi.org/10.1187/cbe.13-12-0241
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