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

Personal epistemological growth in a...

Keen-Rocha, Linda S.

FindBook

Google Book

Amazon

博客來

Personal epistemological growth in a college chemistry laboratory environment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Personal epistemological growth in a college chemistry laboratory environment./
作者:	Keen-Rocha, Linda S.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
面頁冊數:	515 p.
附註:	Source: Dissertations Abstracts International, Volume: 70-10, Section: A.
Contained By:	Dissertations Abstracts International70-10A.
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3347345
ISBN:	9781109030235

Personal epistemological growth in a college chemistry laboratory environment.
Keen-Rocha, Linda S.

Personal epistemological growth in a college chemistry laboratory environment. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 515 p.

Source: Dissertations Abstracts International, Volume: 70-10, Section: A.

Thesis (Ph.D.)--University of South Florida, 2008.

The nature of this study was to explore changes in beliefs and lay a foundation for focusing on more specific features of reasoning related to personal epistemological and NOS beliefs in light of specific science laboratory instructional pedagogical practices (e.g., pre- and post-laboratory activities, laboratory work) for future research. This research employed a mixed methodology, foregrounding qualitative data. The total population consisted of 56 students enrolled in several sections of a general chemistry laboratory course, with the qualitative analysis focusing on the in-depth interviews. A quantitative NOS and epistemological beliefs measure was administered pre- and post-instruction. These measures were triangulated with pre-post interviews to assure the rigor of the descriptions generated. Although little quantitative change in NOS was observed from the pre-post NSKS assessment a more noticeable qualitative change was reflected by the participants during their final interviews. The NSKS results: the mean gain scores for the overall score and all dimensions, except for amoral were found to be significant at p ≤ .05. However there was a more moderate change in the populations' broader epistemological beliefs (EBAPS) which was supported during the final interviews. The EBAPS results: the mean gain scores for the overall score and all dimensions, except for the source of ability to learn were found to be significant at p ≤ .05. The participants' identified the laboratory work as the most effective instructional feature followed by the post-laboratory activities. The pre-laboratory was identified as being the least effective feature. The participants suggested the laboratory work offered real-life experiences, group discussions, and teamwork which added understanding and meaning to their learning. The post-laboratory was viewed as necessary in tying all the information together and being able to see the bigger picture. What one cannot infer at this point is whether these belief changes and beliefs about laboratory instruction are enduring or whether some participants are simply more adaptable than others are to the learning environment. More research studies are needed to investigate the effects of laboratory instruction on student beliefs and understanding.

ISBN: 9781109030235Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Chemistry

Personal epistemological growth in a college chemistry laboratory environment.
LDR:03506nmm a2200385 4500 001 2270900
005 20201007134035.5
008 220629s2008 ||||||||||||||||| ||eng d
020 $a 9781109030235
035 $a (MiAaPQ)AAI3347345
035 $a AAI3347345
040 $a MiAaPQ $c MiAaPQ
100 1 $a Keen-Rocha, Linda S. $3 3548278
245 1 0 $a Personal epistemological growth in a college chemistry laboratory environment.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2008
300 $a 515 p.
500 $a Source: Dissertations Abstracts International, Volume: 70-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Zeidler, Dana L.
502 $a Thesis (Ph.D.)--University of South Florida, 2008.
520 $a The nature of this study was to explore changes in beliefs and lay a foundation for focusing on more specific features of reasoning related to personal epistemological and NOS beliefs in light of specific science laboratory instructional pedagogical practices (e.g., pre- and post-laboratory activities, laboratory work) for future research. This research employed a mixed methodology, foregrounding qualitative data. The total population consisted of 56 students enrolled in several sections of a general chemistry laboratory course, with the qualitative analysis focusing on the in-depth interviews. A quantitative NOS and epistemological beliefs measure was administered pre- and post-instruction. These measures were triangulated with pre-post interviews to assure the rigor of the descriptions generated. Although little quantitative change in NOS was observed from the pre-post NSKS assessment a more noticeable qualitative change was reflected by the participants during their final interviews. The NSKS results: the mean gain scores for the overall score and all dimensions, except for amoral were found to be significant at p ≤ .05. However there was a more moderate change in the populations' broader epistemological beliefs (EBAPS) which was supported during the final interviews. The EBAPS results: the mean gain scores for the overall score and all dimensions, except for the source of ability to learn were found to be significant at p ≤ .05. The participants' identified the laboratory work as the most effective instructional feature followed by the post-laboratory activities. The pre-laboratory was identified as being the least effective feature. The participants suggested the laboratory work offered real-life experiences, group discussions, and teamwork which added understanding and meaning to their learning. The post-laboratory was viewed as necessary in tying all the information together and being able to see the bigger picture. What one cannot infer at this point is whether these belief changes and beliefs about laboratory instruction are enduring or whether some participants are simply more adaptable than others are to the learning environment. More research studies are needed to investigate the effects of laboratory instruction on student beliefs and understanding.
590 $a School code: 0206.
650 4 $a Science education. $3 521340
650 4 $a Curriculum development. $3 684418
650 4 $a Higher education. $3 641065
650 4 $a Epistemology. $3 896969
650 4 $a Colleges & universities. $3 3548279
650 4 $a Chemistry. $3 516420
650 4 $a Laboratories. $3 531588
653 $a Chemistry
653 $a Chemistry education
653 $a Intellectual development
653 $a Laboratory instruction
653 $a Microcomputer-based
653 $a Student images
690 $a 0714
690 $a 0727
690 $a 0745
710 2 $a University of South Florida. $3 1020446
773 0 $t Dissertations Abstracts International $g 70-10A.
790 $a 0206
791 $a Ph.D.
792 $a 2008
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3347345