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Exploring students' perceptions and ...

Vadapally, Praveen.

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Exploring students' perceptions and performance on predict-observe-explain tasks in high school chemistry laboratory.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring students' perceptions and performance on predict-observe-explain tasks in high school chemistry laboratory./
作者:	Vadapally, Praveen.
面頁冊數:	186 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
標題:	Education, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3634744
ISBN:	9781321154078

Exploring students' perceptions and performance on predict-observe-explain tasks in high school chemistry laboratory.
Vadapally, Praveen.

Exploring students' perceptions and performance on predict-observe-explain tasks in high school chemistry laboratory. - 186 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ph.D.)--University of Northern Colorado, 2014.

This item must not be sold to any third party vendors.

This study sought to understand the impact of gender and reasoning level on students' perceptions and performances of Predict-Observe-Explain (POE) laboratory tasks in a high school chemistry laboratory. Several literature reviews have reported that students at all levels have not developed the specific knowledge and skills that were expected from their laboratory work. Studies conducted over the last several decades have found that boys tend to be more successful than girls in science and mathematics courses. However, some recent studies have suggested that girls may be reducing this gender gap. This gender difference is the focal point of this research study, which was conducted at a mid-western, rural high school. The participants were 24 boys and 25 girls enrolled in two physical science classes taught by the same teacher. In this mixed methods study, qualitative and quantitative methods were implemented simultaneously over the entire period of the study. MANOVA statistics revealed significant effects due to gender and level of reasoning on the outcome variables, which were POE performances and perceptions of the chemistry laboratory environment. There were no significant interactions between these effects. For the qualitative method, IRB-approved information was collected, coded, grouped, and analyzed. This method was used to derive themes from students' responses on questionnaires and semi-structured interviews. Students with different levels of reasoning and gender were interviewed, and many of them expressed positive themes, which was a clear indication that they had enjoyed participating in the POE learning tasks and they had developed positive perceptions towards POE inquiry laboratory learning environment. When students are capable of formal reasoning, they can use an abstract scientific concept effectively and then relate it to the ideas they generate in their minds. Thus, instructors should factor the nature of students' thinking abilities into their instructional strategies and strive to create a learning environment where students are engaged in thinking, learning, and acting in meaningful and beneficial ways. POE learning tasks enhance students' laboratory experiences and can help deepen their understanding of the empirical nature of science. Key words: predict observe explain, gender, science laboratory inquiry, reasoning ability, social constructivism, mixed methods.

ISBN: 9781321154078Subjects--Topical Terms:

1019158
Education, General.

Exploring students' perceptions and performance on predict-observe-explain tasks in high school chemistry laboratory.
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500 $a Adviser: Jerry P. Suits.
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