[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595454-105":59,"doc-detail-595454-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","what-should-life-science-students-acquire-in-their-bsc-studies-faculty-and-student-perspectives","What Should Life-Science Students Acquire In Their BSc Studies? - Faculty and Student Perspectives","","The study examines what life-science undergraduates should gain during their BSc studies, comparing faculty and student perspectives. Eighty-two faculty members and 124 sophomores completed a written questionnaire rating eight learning factors. Twenty-one faculty respondents were additionally interviewed. Results show broad consensus on the importance of basic knowledge, while statistically significant differences emerge for lab experience, research skills, scientific writing, and understanding the dynamic nature of science.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-should-life-science-students-acquire-in-their-bsc-studies-faculty-and-student-perspectives/595454/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-should-life-science-students-acquire-in-their-bsc-studies-faculty-and-student-perspectives/595454.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What learning outcomes did the researchers investigate for life-science BSc students?","Question",{"text":112,"@type":113},"The study assessed eight factors: knowledge, lab experience, scientific writing, research skills, understanding the dynamic nature of science, applicability to everyday life, historic viewpoint, and motivation to continue in the field.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected from faculty and students?",{"text":117,"@type":113},"Eighty-two faculty members and 124 sophomores responded to a written questionnaire using a 1–4 importance scale. Twenty-one faculty members from those who responded were also interviewed individually.",{"name":119,"@type":110,"acceptedAnswer":120},"What did faculty and students agree on most strongly?",{"text":121,"@type":113},"Both groups reached consensus on the importance of providing basic knowledge during undergraduate studies.",{"name":123,"@type":110,"acceptedAnswer":124},"Which outcomes showed significant differences between the two populations?",{"text":125,"@type":113},"Significant differences (P\u003C0.01) were found regarding the importance of lab experience, research skills, scientific writing, and understanding the dynamic nature of science.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},595454,1792164955,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","What Should Life-Science Students Acquire In Their BSc Studies? Faculty and Student Perspectives  \nGili Marbach-Ad and Rinat Arviv-Elyashiv  \nSchool of Education / Humanities  \nTel Aviv University  \nRamat-Aviv, Tel Aviv 69978  \nISRAEL  \nemail: [gilim@post.tau.ac.il](gilim@post.tau.ac.il)  \nABSTRACT: What should an undergraduate student in a specific discipline gain in the course of his/her studies? All too often, the answer to this question is not formally defined, and answers differ, sometimes largely, even between members of the same academic faculty. In our study we focused on the life sciences faculty and explored both undergraduate students’ and faculty members’ perspectives regarding this question. Eighty-two faculty members and 124 sophomores responded to a written questionnaire. In response to the question: “What do you think a graduated student should gain during his/her years of study?” they were asked to rate on a scale from 1 to 4 (1= not important at all…4=most important) eight factors: knowledge, lab experience, scientific writing, research skills, understanding the dynamic nature of science, science applicability to everyday life, historic viewpoint and motivation to continue in the field. Twenty-one faculty members of the 82 who responded to the written questionnaire were also individually interviewed.  \nThe findings show that there was a consensus, between both populations, on the importance of providing basic knowledge during undergraduate studies. Significant differences (P\u003C0.01) existed regarding the importance of lab experience, research skills, scientific writing and understanding of the dynamic nature of science.  \nKEYWORDS: higher education, life sciences, undergraduate studies  \nINTRODUCTION  \nIn the last decade there has been a general tendency to define the goals of university teaching from the point of the instructors. Trice and Dey (1997) described a longitudinal study, which examined changes in teaching goals over the past two decades. They reviewed data on trends in teaching goals obtained from national surveys of faculty conducted from 1968 to 1992, and they found that the goals that aim to develop the ability to think clearly, prepare students for employment after college, prepare students for graduate studies, and provide for students’  \nemotional development were fairly stable over the 24 years covered by the surveys. Goals were also stable over time when compared by institutional type, although support for preparing students for employment after college grew at liberal arts and comprehensive institutions in the late 1980s and fell at research and two-year institutions. Interestingly, the results indicate a growing divergence between the relatively stable goals of faculty and the changing goals of students, who are placing more emphasis on practical training and job preparation.  \nHativa (1995) surveyed 113 instructors from different disciplines (Humanities, Social sciences, Math/Natural sciences and Engineering) at an Ivy League university. She listed 21 teaching goals, grouped under two categories: (a) promoting the knowledge needed for functioning in the academic domain and in daily life, and (b) promoting students’motivation, aptitudes, and skills in the subject domain and for self-learning. The results demonstrated very high agreement among the respondents on 13 of the 21 goals. The goals perceived as important or very important by at least two thirds of the faculty belonged in the first category: helping students gain the basic body of knowledge and tools of the domain, and promoting students’ ability to apply methods and principles and to gain other working and thinking habits typical of the domain. For the second category, the most highly agreed-upon goals were: promoting students’ independent, objective, critical, original, and creative thinking; advancing their interest and motivation to continue studying in the domain; enhancing skills for oral and written expression; fostering ope","cbCaitXt45LLfIu8","https://ap.wps.com/l/cbCaitXt45LLfIu8","pdf",47591,"English","# Introduction\n## Research question and study focus\n## Questionnaire factors and response method\n## Findings and key areas of agreement and difference","[{\"question\":\"What learning outcomes did the researchers investigate for life-science BSc students?\",\"answer\":\"The study assessed eight factors: knowledge, lab experience, scientific writing, research skills, understanding the dynamic nature of science, applicability to everyday life, historic viewpoint, and motivation to continue in the field.\"},{\"question\":\"How was data collected from faculty and students?\",\"answer\":\"Eighty-two faculty members and 124 sophomores responded to a written questionnaire using a 1–4 importance scale. Twenty-one faculty members from those who responded were also interviewed individually.\"},{\"question\":\"What did faculty and students agree on most strongly?\",\"answer\":\"Both groups reached consensus on the importance of providing basic knowledge during undergraduate studies.\"},{\"question\":\"Which outcomes showed significant differences between the two populations?\",\"answer\":\"Significant differences (P\\u003c0.01) were found regarding the importance of lab experience, research skills, scientific writing, and understanding the dynamic nature of science.\"}]","What Should Life-Science Students Acquire In Their BSc Studies? - Faculty and Student Perspectives | PDF",1792081173,13]