ERIC Number: EJ1176384
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Sources of Student Engagement in Introductory Physics for Life Sciences
Geller, Benjamin D.; Turpen, Chandra; Crouch, Catherine H.
Physical Review Physics Education Research, v14 n1 p010118-1-010118-14 Jan-Jun 2018
We explore the sources of student engagement with curricular content in an Introductory Physics for Life Science (IPLS) course at Swarthmore College. Do IPLS students find some life-science contexts more interesting than others, and, if so, what are the sources of these differences? We draw on three sources of student data to answer this question: (1) quantitative survey data illustrating how interested students were in particular contexts from the curriculum, (2) qualitative survey data in which students describe the source of their interest in these particular contexts, and (3) interview data in which students reflect on the contexts that were and were not of interest to them. We find that examples that make interdisciplinary connections with students' other coursework in biology and chemistry, and examples that make connections to what students perceive to be the "real world," are particularly effective at fostering interest. More generally, students describe being deeply engaged with contexts that foster a sense of coherence or have personal meaning to them. We identify various "engagement pathways" by which different life-science students engage with IPLS content, and suggest that a curriculum needs to be flexible enough to facilitate these different pathways.
Descriptors: College Students, College Science, Learner Engagement, Introductory Courses, Physics, Biological Sciences, Student Interests, Science Interests, Interdisciplinary Approach, Prior Learning, Relevance (Education), Science Curriculum, Curriculum Design, Student Surveys, Qualitative Research, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: DUE1122941