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The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology

机译：科罗拉多州有关生物学调查的学习态度（CLASS）

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摘要

This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology.
机译：本文介绍了一种用于测量新手到专家对生物学的看法的新近适应的工具：科罗拉多州科学生物学调查的学习态度（CLASS-Bio）。 CLASS-Bio由31种李克特量表组成，探讨了专家和新手之间不同的看法，包括对学科的享受，与现实世界建立联系的倾向，对知识基础的概念联系的认识以及解决问题的策略。 CLASS-Bio已通过本科生和专家（生物学博士）的响应有效性测试，可以将学生的响应与共识专家的响应直接进行比较。迄今为止，CLASS-Bio的使用表明入门生物学课程与入门物理学和化学课程面临着相同的挑战：即，学生在接受指导后会转向更像新手的感觉。但是，上高等生物学课程的学生并没有表现出相同的新手式转变。 CLASS-Bio还可以与其他评估相结合，以：1）检查学生的感知如何影响生物学的学习和概念理解，以及2）评估和评估教学技术如何帮助学生发展解决问题的专业知识和对专家的欣赏生物学的本质。

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