Smith-Keiling Beverly L, Swanson Lidia K, Dehnbostel Joanne M
Department of Biochemistry, Molecular Biology, and Biophysics, Medical School and College of Biological Sciences.
University of Minnesota Minneapolis, MN 55455.
J Microbiol Biol Educ. 2018 Mar 30;19(1). doi: 10.1128/jmbe.v19i1.1522. eCollection 2018.
In seeking to support diversity, one challenge lies in adequately supporting and assessing science cognitions in a writing-intensive Biochemistry laboratory course when highly engaged Asian English language learners (Asian ELLs) struggle to communicate and make novice errors in English. Because they may understand advanced science concepts, but are not being adequately assessed for their deeper scientific understanding, we sought and examined interventions. We hypothesized that inquiry strategies, scaffolded learning through peer evaluation, and individualized tools that build writing communication skills would increase confidence. To assess scientific thinking, Linguistic Inquiry Word Count (LIWC) software measured underlying analytic and cognitive features of writing despite grammatical errors. To determine whether interventions improved student experience or learning outcomes, we investigated a cross-sectional sample of cases within experimental groups ( = 19) using a mixed-methods approach. Overall trends of paired t-tests from Asian ELLs' pre/post surveys showed gains in six measures of writing confidence, with some statistically significant gains in confidence in writing skill (=0.025) and in theory (0.05). LIWC scores for Asian ELL and native-English-speaking students were comparable except for increased cognitive scores for Asian ELLs and detectable individual differences. An increase in Asian ELLs' cognitive scores in spring/summer over fall was observed ( = 0.04), likely as a result of greater cognitive processes with language use, inquiry-related interventions, and peer evaluation. Individual cases further elucidated challenges faced by Asian ELL students. LIWC scores of student writing may be useful in determining underlying understanding. Interventions designed to provide support and strengthen the writing of Asian ELL students may also improve their confidence in writing, even if improvement is gradual.
在寻求支持多样性的过程中，一个挑战在于，在一门写作密集型的生物化学实验室课程中，当积极参与的亚洲英语学习者（亚洲ELLs）在英语交流中挣扎并犯新手错误时，如何充分支持和评估他们的科学认知。因为他们可能理解先进的科学概念，但他们对更深入的科学理解却没有得到充分评估，所以我们寻求并研究了干预措施。我们假设探究策略、通过同伴评估进行支架式学习以及培养写作沟通技巧的个性化工具会增强信心。为了评估科学思维，语言探究词频统计（LIWC）软件能够测量写作的潜在分析和认知特征，尽管存在语法错误。为了确定干预措施是否改善了学生体验或学习成果，我们采用混合方法对实验组（n = 19）内的案例进行了横断面抽样调查。亚洲ELLs课前/课后调查的配对t检验总体趋势显示，六项写作信心指标有所提高，在写作技巧（p = 0.025）和理论（p = 0.05）方面的信心有一些具有统计学意义的提高。亚洲ELLs和以英语为母语的学生的LIWC分数具有可比性，只是亚洲ELLs的认知分数有所增加，并且存在可检测到的个体差异。观察到亚洲ELLs在春季/夏季的认知分数相对于秋季有所增加（p = 0.04），这可能是由于语言使用、与探究相关的干预措施和同伴评估带来了更多认知过程的结果。个别案例进一步阐明了亚洲ELL学生面临的挑战。学生写作的LIWC分数可能有助于确定其潜在理解。旨在为亚洲ELL学生提供支持并加强其写作的干预措施，也可能会提高他们的写作信心，即使提高是渐进的。
