TY - JOUR
T1 - Community Science, Storytelling, or Inquiry-Based Learning? Evaluating Three Technology-Enhanced Pedagogical Approaches in an Online Botany Course
AU - Valle, Natercia
AU - Antonenko, Pavlo
AU - Endara, Lorena
AU - Davis, Ellen Christine
AU - Somarriba, Gabriel
AU - Sessa, Emily
AU - Luo, Feiya
AU - Carey, Sarah
AU - Dogan, Selçuk
AU - Burleigh, John Gordon
AU - Mcdaniel, Stuart
N1 - Publisher Copyright:
© 2021 by The Regents of the University of California.
PY - 2021/10/1
Y1 - 2021/10/1
N2 - This study explored how the use of three different pedagogical frameworks (community science, storytelling, and inquiry-based learning) influenced learners' awareness and appreciation of flagellate plants in an undergraduate online botany course. Students' opinions, attitudes, and perceptions toward science were explored using the Classroom Undergraduate Research Experience survey. Qualitative and quantitative results indicated that although most students appreciated all three activities, the storytelling activity produced the most positive perceptions of learning. Logistic regression analyses demonstrated that gender and attitudes toward science influenced student perceptions of the activities. Positive science attitudes predicted positive perceptions of the activities, and female students were more likely to report positive perceptions. These results suggest that as a pedagogical framework for organizing learning activities, storytelling holds potential for promoting positive attitudes toward science and science learning, particularly with female learners.
AB - This study explored how the use of three different pedagogical frameworks (community science, storytelling, and inquiry-based learning) influenced learners' awareness and appreciation of flagellate plants in an undergraduate online botany course. Students' opinions, attitudes, and perceptions toward science were explored using the Classroom Undergraduate Research Experience survey. Qualitative and quantitative results indicated that although most students appreciated all three activities, the storytelling activity produced the most positive perceptions of learning. Logistic regression analyses demonstrated that gender and attitudes toward science influenced student perceptions of the activities. Positive science attitudes predicted positive perceptions of the activities, and female students were more likely to report positive perceptions. These results suggest that as a pedagogical framework for organizing learning activities, storytelling holds potential for promoting positive attitudes toward science and science learning, particularly with female learners.
KW - community science
KW - gender
KW - inquiry-based learning
KW - science learning
KW - storytelling
UR - http://www.scopus.com/inward/record.url?scp=85118970050&partnerID=8YFLogxK
U2 - 10.1525/abt.2021.83.8.513
DO - 10.1525/abt.2021.83.8.513
M3 - Article
AN - SCOPUS:85118970050
SN - 0002-7685
VL - 83
SP - 513
EP - 520
JO - American Biology Teacher
JF - American Biology Teacher
IS - 8
ER -