Perceptions of science graduating students on their learning gains

Varsavsky, Cristina, Matthews, Kelly E. and Hodgson, Yvonne (2014) Perceptions of science graduating students on their learning gains. International Journal of Science Education, 36 6: 929-951. doi:10.1080/09500693.2013.830795


Author Varsavsky, Cristina
Matthews, Kelly E.
Hodgson, Yvonne
Title Perceptions of science graduating students on their learning gains
Journal name International Journal of Science Education   Check publisher's open access policy
ISSN 0950-0693
1464-5289
Publication date 2014-04-13
Year available 2013
Sub-type Article (original research)
DOI 10.1080/09500693.2013.830795
Open Access Status DOI
Volume 36
Issue 6
Start page 929
End page 951
Total pages 23
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Abstract In this study, the Science Student Skills Inventory was used to gain understanding of student perceptions about their science skills set developed throughout their programme (scientific content knowledge, communication, scientific writing, teamwork, quantitative skills, and ethical thinking). The study involved 400 responses from undergraduate science students about to graduate from two Australian research-intensive institutions. For each skill, students rated on a four-point Likert scale their perception of the importance of developing the skill within the programme, how much they improved it throughout their undergraduate science programme, how much they saw the skill included in the programme, how confident they were about the skill, and how much they will use the skill in the future. Descriptive statistics indicate that overall, student perception of importance of these skills was greater than perceptions of improvement, inclusion in the programme, confidence, and future use. Quantitative skills and ethical thinking were perceived by more students to be less important. t-Test analyses revealed some differences in perception across different demographic groups (gender, age, graduate plans, and research experience). Most notably, gender showed significant differences across most skills. Implications for curriculum development are discussed, and lines for further research are given.
Keyword Learning gains
Science skills
Student perceptions
Undergraduate science
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online 21 August 2013

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
Institute for Teaching and Learning Innovation Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 14 times in Thomson Reuters Web of Science Article | Citations
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Created: Fri, 23 Aug 2013, 04:31:00 EST by Kelly Matthews on behalf of Teaching & Educational Development Institute