Biology subjects

Limeri, L. B.

Publications and source records attributed to Limeri, L. B..

3 recordsLinked to original sources

bioRxiv2023

Undergraduates' reactions to errors mediates the association between growth mindset and study strategies

BackgroundStudents employ a variety of study strategies to learn and master content in their courses. Strategies vary widely in their effectiveness for promoting deep, long-term learning, yet most students use ineffective strategies frequently. Efforts to educate students about effective study strategies have revealed that knowledge about effective strategies is by itself insufficient for encouraging widespread and lasting changes. An important next step is to uncover factors that influence the decisions students make about study strategy use. We explored the association between beliefs about intelligence (mindset, universality, and brilliance) and study strategies. The most effective study strategies are error-prone, and beliefs about intelligence carry implications for whether errors are a normal and even beneficial part of the learning process (e.g., growth mindset) or signs of insufficient intelligence (e.g., fixed mindset). Therefore, we hypothesized that beliefs about and reactions to errors would mediate a relationship between beliefs about intelligence and study strategies. We tested this hypothesis by surveying 345 undergraduates enrolled in an introductory biology class at a public, research-active university in northwestern United States. ResultsConfirmatory factor analysis indicated that the internal structure of all measures functioned as expected in our sample. We fit a structural equation model to evaluate our hypothesized model. We found that mindset, but not universality nor brilliance, predicts variance in both beliefs about errors and reactions to errors. In turn, adaptive reactions to errors (but not beliefs about errors) are associated with the use of highly effective study strategies and spacing study sessions. There was a significant indirect relationship between growth mindset and spacing of study sessions. ConclusionsOur results provide evidence for a mechanism explaining the association between students mindset beliefs and academic outcomes: believing that intelligence is improvable is associated with more adaptive reactions to making errors, which correlates with choosing more error-prone and therefore more effective study strategies. Future interventions aimed at improving students study strategies may be more effective if they simultaneously target reacting adaptively to errors and emphasize that intelligence is improvable.

scientific communication and education↗

bioRxiv2023

PubNavigator as an undergraduate teaching tool

The ability to use data and evidence as the basis for scientific reasoning is a critical skill that undergraduate students must learn to successfully transition into science careers. There is a need for pedagogical tools that promote the development of science process skills and reduce barriers to implementation in the classroom. PubNavigator (www.pubnavigator.com) is a science communication platform that shares the findings of primary literature using accessible language and features biographical information about the authors. This research assesses the utility of PubNavigator as an undergraduate teaching resource. We analyzed responses to an assignment prompting discussion of PubNavigator articles in an asynchronous online discussion forum in an introductory biology course. We conducted thematic analysis guided by the evidence-based reasoning framework to identify evidence of science reasoning and interactive enagement. We found evidence that the PubNavigator assignment elicited engagement in scientific reasoning. Students who demonstrated higher levels of engagement with the assignment also demonstrated higher levels of science reasoning in their discussion of the articles. Our findings support PubNavigator as an undergraduate teaching tool that can be used to promote science reasoning and engagement in introductory biology. We provide recommendations for implementation to instructors interested in integrating PubNavigator activities into their courses.

scientific communication and education↗

bioRxiv2023

Development and Validation of the Mentoring in Undergraduate Research Survey

Here we present the development and initial validation of the Mentoring in Undergraduate Research Survey (MURS) as a measure of a range of mentoring experienced by undergraduate science researchers. We drafted items based on qualitative research and refined the items through cognitive interviews and expert sorting. We used national dataset to evaluate the internal structure of the measure and a second national dataset to examine how responses on the MURS related to theoretically-relevant constructs and student characteristics. Our factor analytic results indicate seven lower order forms of mentoring experiences: abusive supervision, accessibility, career and technical support, psychosocial support, interpersonal mismatch, sexual harassment, and unfair treatment. These forms of mentoring mapped onto two higher-order factors: supportive and destructive mentoring experiences. Although most undergraduates reported experiencing supportive mentoring, some reported experiencing absence of supportive as well as destructive experiences. Undergraduates who experienced less supportive and more destructive mentoring also experienced lower scientific integration and a dampening of their beliefs about the value of research. The MURS should be useful for investigating the effects of mentoring experienced by undergraduate researchers and for testing interventions aimed at fostering supportive experiences and reducing or preventing destructive experiences and their impacts. Highlight summaryThis study presents the development and initial validation of the Mentoring in Undergraduate Research Survey, including evidence of its internal structure as well as convergent, discriminant, and predictive validity.

scientific communication and education↗