東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A systemic examination of the introd...

Yunker, Molly Louis.

FindBook

Google Book

Amazon

博客來

A systemic examination of the introduction of an outdoor learning-based science curriculum to students, their teacher, and the school principal.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A systemic examination of the introduction of an outdoor learning-based science curriculum to students, their teacher, and the school principal./
作者:	Yunker, Molly Louis.
面頁冊數:	203 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0892.
Contained By:	Dissertation Abstracts International72-03A.
標題:	Education, Middle School. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3441310
ISBN:	9781124439686

A systemic examination of the introduction of an outdoor learning-based science curriculum to students, their teacher, and the school principal.
Yunker, Molly Louis.

A systemic examination of the introduction of an outdoor learning-based science curriculum to students, their teacher, and the school principal. - 203 p.

Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0892.

Thesis (Ph.D.)--University of Michigan, 2010.

The outdoor environment has been under-utilized as a legitimate setting for learning within the formal school context, resulting in few examples of curriculum materials that integrate the indoors and outdoors. This systemic problem is explored holistically through investigation of key sets of players in the school system. The overarching research question is "What is the role and value of integrated outdoor learning experiences within the school system?" I developed an eight-week Earth systems science unit grounded in research-based design principles. One teacher enacted the unit with 111 sixth graders, whose learning gains and perspectives of the role and value of integrated outdoor learning experiences were explored using a mixed-methods approach in a pre-post study design, including individual interviews, and instruments regarding students' perspectives of the outdoor component of the curricular enactment. I conducted six interviews with the participating teacher and one interview with the school principal, to explore their perspectives of the role of outdoor learning experiences, and their personal roles in the unit.

ISBN: 9781124439686Subjects--Topical Terms:

1030813
Education, Middle School.

A systemic examination of the introduction of an outdoor learning-based science curriculum to students, their teacher, and the school principal.
LDR:03404nam 2200301 4500 001 1401841
005 20111017130550.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124439686
035 $a (UMI)AAI3441310
035 $a AAI3441310
040 $a UMI $c UMI
100 1 $a Yunker, Molly Louis. $3 1680998
245 1 2 $a A systemic examination of the introduction of an outdoor learning-based science curriculum to students, their teacher, and the school principal.
300 $a 203 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0892.
500 $a Adviser: Joseph S. Krajcik.
502 $a Thesis (Ph.D.)--University of Michigan, 2010.
520 $a The outdoor environment has been under-utilized as a legitimate setting for learning within the formal school context, resulting in few examples of curriculum materials that integrate the indoors and outdoors. This systemic problem is explored holistically through investigation of key sets of players in the school system. The overarching research question is "What is the role and value of integrated outdoor learning experiences within the school system?" I developed an eight-week Earth systems science unit grounded in research-based design principles. One teacher enacted the unit with 111 sixth graders, whose learning gains and perspectives of the role and value of integrated outdoor learning experiences were explored using a mixed-methods approach in a pre-post study design, including individual interviews, and instruments regarding students' perspectives of the outdoor component of the curricular enactment. I conducted six interviews with the participating teacher and one interview with the school principal, to explore their perspectives of the role of outdoor learning experiences, and their personal roles in the unit.
520 $a The main finding from this study was that the outdoor component of the curriculum enhanced coherence---connectedness across science concepts, activities, and learning environments. Higher ability students were more aware of connections than lower ability students. Field experiences were seen as a tool for learning, and all students achieved substantial learning gains. The teacher viewed the role of the outdoor experiences as a way to engage students, and promote connections across the unit through firsthand and relevant experiences. The school principal viewed his role as supporting teachers in their practice and encouraging risk-taking and creativity in instructional approaches. This study is a valuable contribution to the field as it (1) identifies outdoor learning experiences as one way to enhance intraunit coherence, and (2) highlights variations in students' awareness of coherence while examining the teacher's experience. I discuss potential revisions to improve the curriculum based on the findings from the students, teacher, principal, and external curriculum evaluation. These data indicate a need for greater support for teachers to help all students make coherent connections across the unit, and to take account of students' developing ideas.
590 $a School code: 0127.
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0450
690 $a 0714
690 $a 0727
710 2 $a University of Michigan. $3 777416
773 0 $t Dissertation Abstracts International $g 72-03A.
790 1 0 $a Krajcik, Joseph S., $e advisor
790 $a 0127
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3441310