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Inquiry-based Teaching in the Colleg...

Kiernan, Daniel A.

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Inquiry-based Teaching in the College Classroom: The Nontraditional Student.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Inquiry-based Teaching in the College Classroom: The Nontraditional Student./
作者:	Kiernan, Daniel A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	178 p.
附註:	Source: Dissertations Abstracts International, Volume: 76-12, Section: A.
Contained By:	Dissertations Abstracts International76-12A.
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704354
ISBN:	9781321767025

Inquiry-based Teaching in the College Classroom: The Nontraditional Student.
Kiernan, Daniel A.

Inquiry-based Teaching in the College Classroom: The Nontraditional Student. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 178 p.

Source: Dissertations Abstracts International, Volume: 76-12, Section: A.

Thesis (Ph.D.)--University of South Carolina, 2015.

This item is not available from ProQuest Dissertations & Theses.

Decline in the economic realm often bolsters an increase of nontraditional student enrollments in colleges and universities (Windolf, 1992). Many of these students, who do not desire to major in some scientific area, find themselves struggling in required science courses. Over the last decade, science departments of higher education have been adjusting their curriculum to include inquiry in the college science classroom. Although inquiry-based teaching has been shown to be very academically positive in science classrooms from K-12 and up, "at the college level the data are mixed as to whether increasing inquiry instruction can significantly change students learning or attitude toward science" (Brickman et al., 2009, p. 3). To help delineate this controversy, more data are needed regarding the effectiveness of inquiry on student conceptual understanding and attitude toward science. Further, little research has addressed student academic and attitude changes when entire college science courses are transformed from traditional approaches to more inquiry-based approaches. Finally, investigations on how to improve the learning of nontraditional, nonscience major students taking science courses is absent from the literature. This study has added insight in helping address these gaps in this area of research. Anticipated hypothesis that inquiry would significantly generate a more positive attitude toward science was supported. On the other hand, anticipated hypotheses that inquiry would significantly impact attitude toward inquiry teaching and overall content achievement was rejected. However, inquiry students showed significant content achievement on questions dealing with the process of science.

ISBN: 9781321767025Subjects--Topical Terms:

521340
Science education.

Inquiry-based Teaching in the College Classroom: The Nontraditional Student.
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