Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • General
      • General Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • General
      • General Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Understanding the benefits of residential field courses: the importance of class learning goal orientation and class belonging

      Shaulskiy, Stephanie; Jolley, Alison; O'Connell, Kari
      Thumbnail
      Files
      cbe.21-08-0201.pdf
      Published version, 647.0Kb
      DOI
       10.1187/cbe.21-08-0201
      Link
       www.lifescied.org
      Find in your library  
      Permanent link to Research Commons version
      https://hdl.handle.net/10289/14962
      Abstract
      While previous literature finds many benefits to participation in undergraduate field courses, the mechanisms for how these benefits develop is still unknown. This study explores these mechanisms and any unique benefits of field courses by examining results from pre and post surveys about scientific literacy, future science plans, and motivation and belonging for undergraduate students who took courses in one field station setting (n = 249) and one traditional on-campus setting (n = 118). We found positive associations between the field station setting and scientific literacy as well as future science plans. In addition, this study finds support for the serial and multiple mediation of class learning goal orientation and class belonging in explaining the relationships between the field station setting and scientific literacy as well as future science plans. The results of this study have implications for enhancing field course design and increasing access and inclusion.
      Date
      2022
      Type
      Journal Article
      Publisher
      American Society for Cell Biology
      Rights
      © 2022 S. Shaulskiy et al. CBE—Life Sciences Edu-cation © 2022 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).
      Collections
      • General Papers [47]
      Show full item record  

      Usage

      Downloads, last 12 months
      42
       
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement