Browsing Bergen Open Research Archive by Author "Cotner, Sehoya Harris"

Now showing items 1-4 of 4

    • Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence 

      Cotner, Sehoya Harris; Jeno, Lucas Matias; Walker, J. D; Jørgensen, Christian; Vandvik, Vigdis (Journal article; Peer reviewed, 2020)
      Background: Understanding student motivational factors such as test anxiety and science confidence is important for increasing retention in science, technology, engineering, and math (STEM), especially for underrepresented ...

    • Next-generation field courses: Integrating Open Science and online learning 

      Geange, Sonya Rita; von Oppen, Jonathan; Strydom, Tanya; Boakye, Mickey; Gauthier, Tasha-Leigh J.; Gya, Ragnhild; Halbritter Rechsteiner, Aud Helen; Jessup, Laura H.; Middleton, Sara L.; Navarro, Jocelyn; Peirfederici, Maria Elisa; Chacón-Labella, Julia; Cotner, Sehoya Harris; Farfan-Rios, William; Maitner, Brian S.; Michaletz, Sean T.; Telford, Richard; Enquist, Brian J.; Vandvik, Vigdis (Journal article; Peer reviewed, 2021)
      As Open Science practices become more commonplace, there is a need for the next generation of scientists to be well versed in these aspects of scientific research. Yet, many training opportunities for early career researchers ...

    • Smaller classes promote equitable student participation in STEM 

      Ballen, Cissy J.; Aguillon, Stepfanie M.; Awwad, Azza; Bjune, Anne Elisabeth; Challou, Daniel; Drake, Abby Grace; Driessen, Michelle; Ellozy, Aziza; Ferry, Vivian E.; Goldberg, Emma E.; Harcombe, William; Jensen, Steve; Jørgensen, Christian; Koth, Zoe; McGaugh, Suzanne; Mitry, Caroline; Mosher, Bryan; Mostafa, Hoda; Petipas, Renee H.; Soneral, Paula A.G.; Watters, Shana; Wassenberg, Deena; Weiss, Stacey L.; Yonas, Azariah; Zamudio, Kelly R.; Cotner, Sehoya Harris (Peer reviewed; Journal article, 2019)
      As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents ...

    • Using a self-determination theory approach to understand student perceptions of inquiry-based learning 

      Zhao, Fangfang; Roehrig, Gillian; Patrick, Lorelei; Levesque-Bristol, Chantal; Cotner, Sehoya Harris (Journal article; Peer reviewed, 2021)
      Inquiry-based laboratory activities, as a part of science curricula, have been advocated to increase students’ learning outcomes and improve students’ learning experiences, but students sometimes struggle with open-inquiry ...