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[ subject:"Science education." ]
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Epistemologies and scientific reason...
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Mollohan, Katherine N.
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Epistemologies and scientific reasoning skills among undergraduate science students.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Epistemologies and scientific reasoning skills among undergraduate science students./
作者:
Mollohan, Katherine N.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:
201 p.
附註:
Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:
Dissertation Abstracts International77-04A(E).
標題:
Science education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3732365
ISBN:
9781339192826
Epistemologies and scientific reasoning skills among undergraduate science students.
Mollohan, Katherine N.
Epistemologies and scientific reasoning skills among undergraduate science students.
- Ann Arbor : ProQuest Dissertations & Theses, 2015 - 201 p.
Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Thesis (Ph.D.)--The Ohio State University, 2015.
Non-cognitive factors such as students' attitudes and beliefs toward a subject and their proficiency in scientific reasoning are important aspects of learning within science disciplines. Both factors have been studied in relation to science education in various discplines. This dissertation presents three studies that investigate student epistemologies and scientific reasoning in the domain of biology education. The first study investigated students' epistemic viewpoints in two introductory biology courses, one for science majors and one for non-science majors. This quantitative investigation revealed that the majors exhibited a negative shift in their attitudes and beliefs about biology and learning biology during a semester of introductory instruction. However, the non-science majors did not exhibit a similar shift. If fact, the non-science majors improved in their attitudes and beliefs during a semester of instruction, though not significantly so. The second study expands epistemological research to a population that has often been left out of this work, that is, intermediate-level biology majors. Quantitative and qualitative data was collected to reveal that junior and senior ranked students for the most part were able to characterize their views about biology and learning biology, and were able to associate factors with their epistemic improvement. Finally, the third study expands epistemology research further to determine if scientific reasoning and student attitudes and beliefs about learning science (specifically biology) are related. After a description of how various science and engineering majors compare in their scientific reasoning skills, this study indicated that among intermediate level biology majors there is no relationship between scientific reasoning skills and epistemologies, nor is there a relationship with other educational factors, including the number of courses taken during an undergraduate career, cumulative GPA, and standardized test scores (ACT). Taken together, the results of these studies can inform science education, particularly discipline-based education research in biology.
ISBN: 9781339192826Subjects--Topical Terms:
521340
Science education.
Epistemologies and scientific reasoning skills among undergraduate science students.
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Non-cognitive factors such as students' attitudes and beliefs toward a subject and their proficiency in scientific reasoning are important aspects of learning within science disciplines. Both factors have been studied in relation to science education in various discplines. This dissertation presents three studies that investigate student epistemologies and scientific reasoning in the domain of biology education. The first study investigated students' epistemic viewpoints in two introductory biology courses, one for science majors and one for non-science majors. This quantitative investigation revealed that the majors exhibited a negative shift in their attitudes and beliefs about biology and learning biology during a semester of introductory instruction. However, the non-science majors did not exhibit a similar shift. If fact, the non-science majors improved in their attitudes and beliefs during a semester of instruction, though not significantly so. The second study expands epistemological research to a population that has often been left out of this work, that is, intermediate-level biology majors. Quantitative and qualitative data was collected to reveal that junior and senior ranked students for the most part were able to characterize their views about biology and learning biology, and were able to associate factors with their epistemic improvement. Finally, the third study expands epistemology research further to determine if scientific reasoning and student attitudes and beliefs about learning science (specifically biology) are related. After a description of how various science and engineering majors compare in their scientific reasoning skills, this study indicated that among intermediate level biology majors there is no relationship between scientific reasoning skills and epistemologies, nor is there a relationship with other educational factors, including the number of courses taken during an undergraduate career, cumulative GPA, and standardized test scores (ACT). Taken together, the results of these studies can inform science education, particularly discipline-based education research in biology.
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