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The relationship between learning co...

Wardle, Karen Marie.

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The relationship between learning communities and student interaction and retention in general biology courses.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between learning communities and student interaction and retention in general biology courses./
作者:	Wardle, Karen Marie.
面頁冊數:	105 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3242.
Contained By:	Dissertation Abstracts International64-09A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3104046

The relationship between learning communities and student interaction and retention in general biology courses.
Wardle, Karen Marie.

The relationship between learning communities and student interaction and retention in general biology courses. - 105 p.

Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3242.

Thesis (Ph.D.)--University of Colorado at Denver, 2003.

The relationship between learning communities and student interaction and retention in community college general biology courses was investigated in this study.Subjects--Topical Terms:

626654
Education, Sociology of.

The relationship between learning communities and student interaction and retention in general biology courses.
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245 1 4 $a The relationship between learning communities and student interaction and retention in general biology courses.
300 $a 105 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3242.
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502 $a Thesis (Ph.D.)--University of Colorado at Denver, 2003.
520 $a The relationship between learning communities and student interaction and retention in community college general biology courses was investigated in this study.
520 $a The purposes of the study were to discover the students' perceptions of factors influencing their desire to study science, and to examine the use of learning communities as a method of enculturation into the field of science. The learning community in the CCD science courses involved an entry-level science course that was linked with a tutorial enrichment of the underlying principles in scientific research. The coordination between the class and the learning community involved an extensive research project that incorporated important scientific principles. The project goals for student research included an understanding of the scientific method, and an increased engagement in scientific inquiry. Collaboration and communication among students was an additional goal of the leaning communities.
520 $a A quasi-experiment with pre- and post-measures of student attitudes and perceptions of success in first and second semester biology courses. A premeasure was followed by a quasi experiment in which entry level biology courses were conducted using either learning communities or traditional lecture. Results show the factors students perceived as important to their success in entry-level science courses included their professors and peers. Discriminant results revealed that the factors predicted completion of the courses 75% of the time. Qualitative tests reveal that students in learning communities show a slight increase in community interactions and willingness to explore the content material beyond the material needed for the class, however these results were not significantly higher than the control courses.
520 $a Future studies include collecting data on the learning communities for longer than a one-year period. The incorporation of the research projects into the courses has lasting value in terms of encouraging new professors to expand their pedagogy beyond simply reading notes from the textbook, in terms of engaging students in the scientific process and in terms of encouraging students to collaborate on conducting a scientific experiment. Research into the measurement of that value needs to be continued.
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