Journal of Microbiology and Biology Education, Год журнала: 2025, Номер unknown
Опубликована: Май 9, 2025
ABSTRACT Quantitative reasoning is a critical skill in biology and has been highlighted as core competency by Vision Change . Despite its importance, students often struggle to apply mathematical skills new contexts biology, process called transfer of knowledge. However, the supports barriers that perceive for this remain unclear. To explore further, we interviewed undergraduate an introductory lab course about how they understand report quantitative these courses. We then applied themes Step Back, Translate, Extend (SBTE) framework examine student perceptions their knowledge transfer. Students reported different at each level process. At first step framework, recognition level, reflecting on previous chemistry, statistics, physics learning helpful cues indicate opportunity. Others, however, perceiving math science separate subjects without overlap, causing disconnect transferable In second recall learning. repetition positive dispositions toward supportive factors. contrast, gaps time between initial negative hindered ability. The final SBTE focuses application. being better able when could relate “real-world” applications, external motivating factors, future career goals. These also proactively seeking outside resources fill understanding. Generating data setting was mentioned both factor application felt confident answers hindrance unsure accuracy.
Язык: Английский