The paper analyzes focus group data to explore student perceptions of an inquiry-based undergraduate biology course. Though the course was designed to mimic the scientific process by incorporating uncertainty, peer review, and self-reflection, students came to class focused on getting As and with a developed schema for didactic instruction and passive learning. They perceived the autonomy and self-directedness of the learning experience as a threat to their grades, and responded with strategies that protected their grades and ego, but were deleterious to learning. Students could identify merits of the inquiry-based approach; however, they made clear: they prioritized grades, and were unwilling to trust an unfamiliar pedagogy if they perceived it jeopardized their grades. In the framework of self-regulated learning, the discussion considers how to scaffold students to foreground learning over achievement.

中文翻译：

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以探究为基础的本科生物课程中学生对成绩的关注

该论文分析了焦点小组数据，以探索学生对基于探究的本科生物课程的看法。虽然本课程旨在通过结合不确定性、同行评审和自我反思来模仿科学过程，但学生们来到课堂时专注于获得 As 并制定了教学指导和被动学习的模式。他们将学习体验的自主性和自我导向性视为对他们成绩的威胁，并以保护他们的成绩和自我但对学习有害的策略作为回应。学生可以确定基于探究的方法的优点；然而，他们明确表示：他们优先考虑成绩，如果他们认为不熟悉的教学法会危及他们的成绩，他们就不愿意相信。在自主学习的框架下，