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

Supplemental action learning worksho...

Morris, Kathryn Michelle.

FindBook

Google Book

Amazon

博客來

Supplemental action learning workshops: Understanding the effects of independent and cooperative workshops on students' knowledge.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Supplemental action learning workshops: Understanding the effects of independent and cooperative workshops on students' knowledge./
作者:	Morris, Kathryn Michelle.
面頁冊數:	99 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10012861
ISBN:	9781339478074

Supplemental action learning workshops: Understanding the effects of independent and cooperative workshops on students' knowledge.
Morris, Kathryn Michelle.

Supplemental action learning workshops: Understanding the effects of independent and cooperative workshops on students' knowledge. - 99 p.

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ph.D.)--The University of Southern Mississippi, 2016.

Community colleges enroll more than half of the undergraduate population in the United States, thereby retaining students of varying demographics with extracurricular demands differing from traditional four-year university students. Often in a collegiate lecture course, students are limited in their abilities to absorb and process information presented by their instructors due to content-specific cognitive gaps between the instructor and the student (Preszler, 2009). Research has shown that implementation of instructor-facilitated action learning workshops as supplemental instruction may help bridge these cognitive gaps allowing better student conceptualization and dissemination of knowledge (Drake, 2011; Fullilove & Treisman, 1990; Preszler, 2009; Udovic, Morris, Dickman, Postlethwait, & Wetherwax, 2002). The purpose of this study was to determine the effects of cooperative action learning workshops and independent action learning workshops on students' knowledge of specified topics within a General Biology I with lab course. The results of this investigation indicate that implementation of an instructor-facilitated action learning workshop did not affect students' knowledge gain; furthermore, attendance of a particular workshop style (independent or cooperative) did not affect students' knowledge gain.

ISBN: 9781339478074Subjects--Topical Terms:

521340
Science education.

Supplemental action learning workshops: Understanding the effects of independent and cooperative workshops on students' knowledge.
LDR:02292nmm a2200289 4500 001 2071455
005 20160707145628.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339478074
035 $a (MiAaPQ)AAI10012861
035 $a AAI10012861
040 $a MiAaPQ $c MiAaPQ
100 1 $a Morris, Kathryn Michelle. $3 3186596
245 1 0 $a Supplemental action learning workshops: Understanding the effects of independent and cooperative workshops on students' knowledge.
300 $a 99 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Adviser: Sherry Herron.
502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2016.
520 $a Community colleges enroll more than half of the undergraduate population in the United States, thereby retaining students of varying demographics with extracurricular demands differing from traditional four-year university students. Often in a collegiate lecture course, students are limited in their abilities to absorb and process information presented by their instructors due to content-specific cognitive gaps between the instructor and the student (Preszler, 2009). Research has shown that implementation of instructor-facilitated action learning workshops as supplemental instruction may help bridge these cognitive gaps allowing better student conceptualization and dissemination of knowledge (Drake, 2011; Fullilove & Treisman, 1990; Preszler, 2009; Udovic, Morris, Dickman, Postlethwait, & Wetherwax, 2002). The purpose of this study was to determine the effects of cooperative action learning workshops and independent action learning workshops on students' knowledge of specified topics within a General Biology I with lab course. The results of this investigation indicate that implementation of an instructor-facilitated action learning workshop did not affect students' knowledge gain; furthermore, attendance of a particular workshop style (independent or cooperative) did not affect students' knowledge gain.
590 $a School code: 0211.
650 4 $a Science education. $3 521340
650 4 $a Community college education. $3 2122836
650 4 $a Education. $3 516579
690 $a 0714
690 $a 0275
690 $a 0515
710 2 $a The University of Southern Mississippi. $b Science and Mathematics Education. $3 2093629
773 0 $t Dissertation Abstracts International $g 77-07A(E).
790 $a 0211
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10012861