Translator Disclaimer
1 October 2018 Effect of an Online, Inquiry- & Mentor-Based Laboratory on Science Attitudes of Students in a Concurrent Enrollment Biology Course: The PlantingScience Experience
Author Affiliations +
Abstract

The goal of this project was to determine the impact of supplementing a concurrent enrollment (CE; also called dual enrollment) nonmajors biology course with online mentoring from professional scientists via the PlantingScience (PS) program ( http://plantingscience.org). Student attitudes and motivation toward science were measured using the Test of Science-Related Attitudes (TOSRA) questionnaire as well as open-ended questions. Students in both the experimental group (CE biology course supplemented with PS) and the control group (CE biology course with no PS supplement) were surveyed during two academic years (2015–2017). The impact of PlantingScience on students' attitudes toward science is discussed.

© 2018 National Association of Biology Teachers. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, www.ucpress.edu/journals.php?p=reprints.
Elizabeth A. Desy, Catrina T. Adams, Teresa Mourad, and Scott Peterson "Effect of an Online, Inquiry- & Mentor-Based Laboratory on Science Attitudes of Students in a Concurrent Enrollment Biology Course: The PlantingScience Experience," The American Biology Teacher 80(8), (1 October 2018). https://doi.org/10.1525/abt.2018.80.8.578
Published: 1 October 2018
JOURNAL ARTICLE
6 PAGES

This article is only available to subscribers.
It is not available for individual sale.
+ SAVE TO MY LIBRARY

SHARE
ARTICLE IMPACT
RIGHTS & PERMISSIONS
Get copyright permission
Back to Top