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A constructivist analysis of lecturing.

Markel, Karla Jean.

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A constructivist analysis of lecturing.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A constructivist analysis of lecturing./
作者:	Markel, Karla Jean.
面頁冊數:	207 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-10, Section: A, page: 3828.
Contained By:	Dissertation Abstracts International56-10A.
標題:	Health Sciences, Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9603219

A constructivist analysis of lecturing.
Markel, Karla Jean.

A constructivist analysis of lecturing. - 207 p.

Source: Dissertation Abstracts International, Volume: 56-10, Section: A, page: 3828.

Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 1995.

This study sought to investigate lecturing from a constructivist perspective. The specific questions investigated were the following: (1) To what extent is lecturing at the adult level constructivistic in nature? (What constructivistic teaching elements occur in lecturing?) (2) What causes some lecturers to be more constructivistic than others? (What factors contribute to variation in the use of constructivist teaching elements?) Case studies of 10 lecturers from a medical education program were conducted. Data collection included observations of videotaped lectures and personal interviews supplemented by personality profiles and learning inventories. Observations focused on what the lecturers did that was constructivistic in nature, using Marzano's (1992) model of constructivistic teaching as a heuristic. Personal interviews were used to determine lecturers' beliefs about teaching and the education process. The results were that 2 of the lecturers used 5 dimensions of learning, 3 used 3 dimensions, 2 used 2 dimensions, 2 used 1 dimension, and 1 used no dimensions. It was also found that the 2 lecturers who exhibited the greatest number of constructivistic behaviors shared similar beliefs, personality elements, and learning preferences. On the basis of the results a model of constructivistic lecturing was developed consisting of 7 elements: atmosphere, assembly, analysis, acceleration, achievement, association, and attitude.Subjects--Topical Terms:

1017921
Health Sciences, Education.

A constructivist analysis of lecturing.
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500 $a Source: Dissertation Abstracts International, Volume: 56-10, Section: A, page: 3828.
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502 $a Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 1995.
520 $a This study sought to investigate lecturing from a constructivist perspective. The specific questions investigated were the following: (1) To what extent is lecturing at the adult level constructivistic in nature? (What constructivistic teaching elements occur in lecturing?) (2) What causes some lecturers to be more constructivistic than others? (What factors contribute to variation in the use of constructivist teaching elements?) Case studies of 10 lecturers from a medical education program were conducted. Data collection included observations of videotaped lectures and personal interviews supplemented by personality profiles and learning inventories. Observations focused on what the lecturers did that was constructivistic in nature, using Marzano's (1992) model of constructivistic teaching as a heuristic. Personal interviews were used to determine lecturers' beliefs about teaching and the education process. The results were that 2 of the lecturers used 5 dimensions of learning, 3 used 3 dimensions, 2 used 2 dimensions, 2 used 1 dimension, and 1 used no dimensions. It was also found that the 2 lecturers who exhibited the greatest number of constructivistic behaviors shared similar beliefs, personality elements, and learning preferences. On the basis of the results a model of constructivistic lecturing was developed consisting of 7 elements: atmosphere, assembly, analysis, acceleration, achievement, association, and attitude.
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