Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through the planned–enacted–experienced curriculum model

Matthews, Kelly E., Adams, Peter and Goos, Merrilyn (2016) Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through the planned–enacted–experienced curriculum model. International Journal of Science Education, 38 11: 1-15. doi:10.1080/09500693.2016.1215568


Author Matthews, Kelly E.
Adams, Peter
Goos, Merrilyn
Title Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through the planned–enacted–experienced curriculum model
Journal name International Journal of Science Education   Check publisher's open access policy
ISSN 0950-0693
1464-5289
Publication date 2016
Sub-type Article (original research)
DOI 10.1080/09500693.2016.1215568
Open Access Status Not Open Access
Volume 38
Issue 11
Start page 1
End page 15
Total pages 15
Place of publication Routledge
Publisher Abingdon, Oxon United Kingdom
Language eng
Abstract Application of mathematical and statistical thinking and reasoning, typically referred to as quantitative skills, is essential for university bioscience students. First, this study developed an assessment task intended to gauge graduating students’ quantitative skills. The Quantitative Skills Assessment of Science Students (QSASS) was the result, which examined 10 mathematical and statistical sub-topics. Second, the study established an evidential baseline of students’ quantitative skills performance and confidence levels by piloting the QSASS with 187 final-year biosciences students at a research-intensive university. The study is framed within the planned–enacted–experienced curriculum model and contributes to science reform efforts focused on enhancing the quantitative skills of university graduates, particularly in the biosciences. The results found, on average, weak performance and low confidence on the QSASS, suggesting divergence between academics’ intentions and students’ experiences of learning quantitative skills. Implications for curriculum design and future studies are discussed.
Keyword Quantitative skills
Student performance
Bioscience education
Higher education
Mathematics in science
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in Thomson Reuters Web of Science Article
Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Thu, 04 Aug 2016, 09:39:18 EST by Kelly Matthews on behalf of Institute for Teaching and Learning Innovation