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Student experiences learning chemistry have been well studied in chemistry courses but less so in biology courses. Chemistry concepts are foundational to introductory biology courses, and student experiences learning chemistry concepts may impact their overall course experiences and subsequent student outcomes. In this study, we asked undergraduate students enrolled in introductory biology courses at a public R1 institution an open-response question asking how their experiences learning chemistry topics affected their identities as biologists. We used thematic analysis to identify common ideas in their responses. We found that while almost half of student respondents cited learning chemistry as having positive impacts on their experiences learning biology, students who struggled with chemistry topics were significantly more likely to have negative experiences learning biology. We also found significant relationships between prior chemistry preparation, student background, and the likelihood of students struggling with chemistry and negative experiences learning biology. These findings emphasize the impact of learning specific content on student psychosocial metrics and suggest areas for biology educators to focus on to support learning and alleviate student stress in introductory biology.
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SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
For a decade, our institution has offered both a biology-based CS1 (CS1-B) and a traditional, breadth-based CS1. This project follows the paths of students in both courses -- tracking their subsequent interests (what courses do the two groups choose afterwards') and their grades in those courses. Within the biology-based cohort, we also contrast the futures of the students who chose a biology-themed introduction with the group who expressed no preference or requested the breadth-based approach. Even when student preference was not accommodated, equitable downstream performance results hold. We discuss the implications of these results, including the possibility that, like introductory writing, introductory computing is a professional literacy in which many disciplines have a stake.
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- Award ID(s):
- 1659805
- PAR ID:
- 10249546
- Date Published:
- Journal Name:
- SIGCSE 2021
- Page Range / eLocation ID:
- 796-801
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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