ArticleEcology and evolution2022
How do introductory field biology students feel? Journal reflections provide insight into student affect.
Article in Ecology and evolution, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
8 citing papers in PubMed.
- Identity Salience and Field-Course Engagement: From Deficits to Assets.Ecology and evolution · 2026Article
- So You Want to Teach a Field-Based Course: A Practical Toolkit for Teaching Teams.Integrative organismal biology (Oxford, England) · 2026Article
- Strategies to Build Observation Skills for Integrative and Organismal Biology Undergraduates: A Scoping Review.Integrative organismal biology (Oxford, England) · 2026Article
- Self-regulated learning in STEM: non-academics matter.Journal of microbiology & biology education · 2025Article
- Effects of a Weekend-Long Field Course on Undergraduates' Confidence, Identity, and Belonging.Ecology and evolution · 2025Article
- Examining How Student Identities Interact with an Immersive Field Ecology Course and its Implications for Graduate School Education.CBE life sciences education · 2024Article
- How do Students' Science, Social, and Personal Identities Influence their Experiences in Undergraduate Field Biology Courses?CBE life sciences education · 2024Article
- How do introductory field biology students feel? Journal reflections provide insight into student affect.Ecology and evolution · 2022Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
An understanding of both cognitive and affective domains of learning is critical to promoting undergraduate student success in biology. Field courses-which support student learning, observation, and experimentation in the outdoors-have been shown to be effective in supporting cognitive student outcomes. However, less is known about students' affective responses during field instruction. To better understand the affective domain in this course type, we asked students enrolled in a campus-based introductory field biology course to engage in weekly reflective journaling over the course of a semester. We employed inductive and deductive coding of over 700 field journal reflections using the Model of the Affective Domain for the Geosciences as a conceptual basis. Informed by our results, we present a theoretically-driven, five-part Framework of Student Affect in Field Biology and in-depth and novel insights into what students feel, believe, and value as they participate in an undergraduate field course. Our framework and coding results can be used by field course instructors to understand how to better design experiences that leave students feeling confident in their abilities, interested to learn more about nature, and empowered to persist in the discipline.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.