Bibliographic Details
| Title: |
Do Biology Majors 'Really' Differ from Non-STEM Majors? |
| Language: |
English |
| Authors: |
Cotner, Sehoya, Thompson, Seth, Wright, Robin |
| Source: |
CBE - Life Sciences Education. Sep 2017 16(3). |
| Availability: |
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2017 |
| Sponsoring Agency: |
National Science Foundation (NSF) |
| Contract Number: |
1432414 |
| Document Type: |
Journal Articles
Reports - Research |
| Education Level: |
Higher Education |
| Descriptors: |
Biology, STEM Education, Majors (Students), Nonmajors, Misconceptions, Scientific Principles, Student Surveys, Online Surveys, Likert Scales, Regression (Statistics), Student Characteristics, Predictor Variables, Gender Differences, Racial Differences, Ethnicity, College Preparation, Self Esteem, Scientific Concepts |
| Geographic Terms: |
Minnesota |
| DOI: |
10.1187/cbe.16-11-0329 |
| ISSN: |
1931-7913 |
| Abstract: |
Recent calls to action urge sweeping reform in science education, advocating for improved learning for "all" students--including those majoring in fields beyond the sciences. However, little work has been done to characterize the differences--if any exist--between students planning a career in science and those studying other disciplines. We describe an attempt to clarify, in broad terms, how non-STEM (science, technology, engineering, and mathematics) majors differ from life sciences majors, and how they are similar. Using survey responses and institutional data, we find that non-STEM majors are not unilaterally science averse; non-STEM majors are more likely than biology majors to hold misconceptions about the nature of science, yet they are not completely ignorant of how science works; non-STEM majors are less likely than biology majors to see science as personally relevant; and non-STEM majors populations are likely to be more diverse--with respect to incoming knowledge, perceptions, backgrounds, and skills--than a biology majors population. We encourage science educators to consider these characteristics when designing curricula for future scientists or simply for a well-informed citizenry. |
| Abstractor: |
As Provided |
| Number of References: |
70 |
| Entry Date: |
2017 |
| Accession Number: |
EJ1157209 |
| Database: |
ERIC |
