Dirt Don't Hurt: How Relevant Soil Data Can Support Learning and Motivation at a Hispanic Serving Institution

被引：0

作者：

Thacker, Ian ^{[1
]}

Schroeder, Rebecca ^{[2
]}

Shields-Menard, Sara ^{[3
]}

Goforth, Nickolas ^{[1
]}

机构：

[1] Univ Texas San Antonio, Dept Educ Psychol, San Antonio, TX 78207 USA

[2] Univ Texas San Antonio, Dept Multidisciplinary Studies, San Antonio, TX USA

[3] Univ Texas San Antonio, Dept Mol Microbiol & Immunol, San Antonio, TX USA

来源：

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION | 2025年 / 23卷 / 03期

关键词：

Biology education; Conceptual change; Data literacy; Microbiology education; Quasi-experimental research; KNOWLEDGE; EDUCATION; FUNDS;

D O I：

10.1007/s10763-024-10491-1

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

To create opportunities for meaningful applications of data science for diverse students, we developed and implemented an online learning module focused on engaging students at a Hispanic Serving Institution (HSI) in an analysis of authentic soil data. Development of the module occurred over three design iterations involving interviews with 10 undergraduate STEM students. We then implemented the finalized module in three undergraduate microbiology classrooms (N = 118) using a pretest, posttest, comparison group quasi-experimental study design to assess whether the module improved student microbiology knowledge, perceived relevance of data science, and motivation. Findings revealed that, after adjusting for key variables, the intervention group demonstrated significantly greater microbiology knowledge than the comparison group. Path analyses revealed indirect effects of the intervention through value and interest in STEM. We discuss how findings contribute to theory and practice.

引用

页码：803 / 826

页数：24