Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students’ Statistical Reasoning and Quantitative Literacy Skills

Course-based undergraduate research experiences (CUREs) provide an avenue for student participation in authentic scientific opportunities. Within the context of such coursework, students are often expected to collect, analyze, and evaluate data obtained from their own investigations. Yet, limited re...

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Autores principales:	Jeffrey T. Olimpo, Ryan S. Pevey, Thomas M. McCabe
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2018
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/29d61b6b545344b086df9c72c40398b2
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spelling	oai:doaj.org-article:29d61b6b545344b086df9c72c40398b22021-11-15T15:04:53ZIncorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students’ Statistical Reasoning and Quantitative Literacy Skills10.1128/jmbe.v19i1.14501935-78851935-7877https://doaj.org/article/29d61b6b545344b086df9c72c40398b22018-03-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v19i1.1450https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Course-based undergraduate research experiences (CUREs) provide an avenue for student participation in authentic scientific opportunities. Within the context of such coursework, students are often expected to collect, analyze, and evaluate data obtained from their own investigations. Yet, limited research has been conducted that examines mechanisms for supporting students in these endeavors. In this article, we discuss the development and evaluation of an interactive statistics workshop that was expressly designed to provide students with an open platform for graduate teaching assistant (GTA)-mentored data processing, statistical testing, and synthesis of their own research findings. Mixed methods analyses of pre/post-intervention survey data indicated a statistically significant increase in students’ reasoning and quantitative literacy abilities in the domain, as well as enhancement of student self-reported confidence in and knowledge of the application of various statistical metrics to real-world contexts. Collectively, these data reify an important role for scaffolded instruction in statistics in preparing emergent scientists to be data-savvy researchers in a globally expansive STEM workforce.Jeffrey T. OlimpoRyan S. PeveyThomas M. McCabeAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 19, Iss 1 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Jeffrey T. Olimpo Ryan S. Pevey Thomas M. McCabe Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students’ Statistical Reasoning and Quantitative Literacy Skills
description	Course-based undergraduate research experiences (CUREs) provide an avenue for student participation in authentic scientific opportunities. Within the context of such coursework, students are often expected to collect, analyze, and evaluate data obtained from their own investigations. Yet, limited research has been conducted that examines mechanisms for supporting students in these endeavors. In this article, we discuss the development and evaluation of an interactive statistics workshop that was expressly designed to provide students with an open platform for graduate teaching assistant (GTA)-mentored data processing, statistical testing, and synthesis of their own research findings. Mixed methods analyses of pre/post-intervention survey data indicated a statistically significant increase in students’ reasoning and quantitative literacy abilities in the domain, as well as enhancement of student self-reported confidence in and knowledge of the application of various statistical metrics to real-world contexts. Collectively, these data reify an important role for scaffolded instruction in statistics in preparing emergent scientists to be data-savvy researchers in a globally expansive STEM workforce.
format	article
author	Jeffrey T. Olimpo Ryan S. Pevey Thomas M. McCabe
author_facet	Jeffrey T. Olimpo Ryan S. Pevey Thomas M. McCabe
author_sort	Jeffrey T. Olimpo
title	Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students’ Statistical Reasoning and Quantitative Literacy Skills
title_short	Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students’ Statistical Reasoning and Quantitative Literacy Skills
title_full	Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students’ Statistical Reasoning and Quantitative Literacy Skills
title_fullStr	Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students’ Statistical Reasoning and Quantitative Literacy Skills
title_full_unstemmed	Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students’ Statistical Reasoning and Quantitative Literacy Skills
title_sort	incorporating an interactive statistics workshop into an introductory biology course-based undergraduate research experience (cure) enhances students’ statistical reasoning and quantitative literacy skills
publisher	American Society for Microbiology
publishDate	2018
url	https://doaj.org/article/29d61b6b545344b086df9c72c40398b2
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Incorporating an Interactive Statistics Workshop into an Introductory Biology Course-Based Undergraduate Research Experience (CURE) Enhances Students’ Statistical Reasoning and Quantitative Literacy Skills

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