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Article
Publication date: 27 December 2021

Lindsay Portnoy and Talia Lemberger

Approaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age…

134

Abstract

Purpose

Approaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age, experience, or prior knowledge, students have a tendency to approach learning differently as a function of the presented content. The purpose of this study is to explore how context influences student approaches to learning science.

Design/methodology/approach

The authors adopt a question-asking methodology to evaluate if approaches to learning the same science content vary when presented within the context of Pure Science or the History of Science.

Findings

Results indicate that contextualizing the presentation of science content, shifts the approaches students take in attempting to learn science content as evidenced by the questions they ask to deepen their understanding. Additional variables of prior experience with each scientific concept, task persistence at a distractor task and later recall of the presented concepts were related to different inquiry strategies.

Research limitations/implications

Implications for instructional design and pedagogy are discussed.

Practical implications

The framework in which scientific information is presented may impact how students modify existing and create a new schema, impacting their beliefs about scientific knowledge and the way in which students question, hypothesize and engage within the domain of science.

Social implications

By studying the role of inquiry while students engage in science learning, the authors explore the role of context, content and knowledge retention.

Originality/value

The current study probes at the nature of student questioning and its reliance on the content, context and its relationship to outcome variables such as learning and, perhaps, even persistence as it relates to students’ prior knowledge within content areas which may, in turn, lead to varying levels of student self-efficacy.

Details

Information and Learning Sciences, vol. 123 no. 3/4
Type: Research Article
ISSN: 2398-5348

Keywords

Available. Open Access. Open Access
Article
Publication date: 28 March 2023

Lindsay Portnoy, Ash Sadler and Elizabeth Zulick

Amidst continued calls for the democratization of access to higher education for historically underrepresented populations alongside the first global health crisis in a century…

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Abstract

Purpose

Amidst continued calls for the democratization of access to higher education for historically underrepresented populations alongside the first global health crisis in a century lies the opportunity to address persistent societal needs: increasing access for underrepresented minority students to educational pathways that lead to careers in lucrative fields of science, technology, engineering and math (STEM).

Design/methodology/approach

Student participants enrolled in the biotechnology pathway Associates, Bachelors and Masters programs share programmatic experience in an accelerated biotechnology program through a bi-annual survey grounded in the central tenets of social-cognitive career theory aimed at understanding requisite academic, social and financial support for student success.

Findings

The pathway program described in this paper emerged to address the need to support underrepresented students in degree attainment and taking on roles in the growing field of biotechnology through a novel, multi-degree, multi-institutional pathway to STEM degree attainment and career success.

Social implications

This work has advanced understanding about how to effectively align higher education institutions with each other and with evolving STEM labor market demands while documenting the impact of essential academic, career and social supports recognized in the literature as high impact practices in broadening participation and increasing retention of underrepresented minority students in lucrative STEM careers.

Originality/value

Pathway programs which best support student success include robust mentoring, experiential learning and robust student scholarship support, part of the design of this unique pathway program. The authors share how this program utilizes high impact practices to provide low-income, underrepresented minority students with supportive, accelerated biotechnology degrees in preparation for success in the job market. What's more, of all our BS-level graduates thus far, 100% are employed and 93% within the biotechnology field. For many, the opportunity to raise their family out of poverty via a stable, high paying job is directly tied to their successes within this program.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 2
Type: Research Article
ISSN: 2042-3896

Keywords

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Book part
Publication date: 20 June 2017

David Shinar

Abstract

Details

Traffic Safety and Human Behavior
Type: Book
ISBN: 978-1-78635-222-4

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Book part
Publication date: 5 October 2007

David Shinar

Abstract

Details

Traffic Safety and Human Behavior
Type: Book
ISBN: 978-0-08-045029-2

Available. Content available
Book part
Publication date: 20 June 2017

David Shinar

Free Access. Free Access

Abstract

Details

Traffic Safety and Human Behavior
Type: Book
ISBN: 978-1-78635-222-4

Access Restricted. View access options
Book part
Publication date: 5 October 2007

David Shinar

Abstract

Details

Traffic Safety and Human Behavior
Type: Book
ISBN: 978-0-08-045029-2

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Article
Publication date: 9 July 2021

Joseph Eastwood, Mark D. Snow and Stuart Freedman

The purpose of this study was to assess the ability of innocent suspects to produce accurate alibis, as well as to identify procedures police interviewers can use to increase the…

119

Abstract

Purpose

The purpose of this study was to assess the ability of innocent suspects to produce accurate alibis, as well as to identify procedures police interviewers can use to increase the probability of generating accurate alibis.

Design/methodology/approach

In Study 1, 54 university students had a lecture (target event) end at either the normal time (schema group) or 25 min early (non-schema group) and then attempted to generate an alibi for the target event after either a short, moderate or long delay. In Study 2, 20 students had a lecture end 25 min early and underwent an interview regarding their whereabouts using a reverse-order interview technique designed to disrupt schema usage.

Findings

Results from Study 1 suggested that participants relied on schemas to generate their alibis, which led to false alibis for the non-schema group, and this reliance was more pronounced as the delay between event and recall increased. In Study 2, all but one participant produced a false alibi, suggesting reverse order is ineffective in increasing accurate recall in alibi situations.

Practical implications

Results from the two studies revealed that people can produce false alibis easily in mock police interviews – a finding that appears to result from the reliance on schemas. These findings highlight the relative ease with which innocent individuals can produce false alibis. Further research, specific to the alibi generation process, is needed to give police interviewers the tools to produce more accurate and detailed alibis.

Originality/value

This research provides additional evidence regarding the role of schemas in alibi generation. Contrary to findings from the eyewitness area, reverse-order instructions failed to disrupt schema reliance and do not appear to be an effective alibi-elicitation technique.

Details

The Journal of Forensic Practice, vol. 23 no. 3
Type: Research Article
ISSN: 2050-8794

Keywords

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