Examining the Effects of Technology-enhanced, Inquiry-based Laboratories on Graphing Skills, Content Knowledge, Science Reasoning Ability and Attitudes of Community College Chemistry Students PDF Download

Author: Scott Jackson Dantley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 452

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ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 690

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ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 784

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ISBN:
Category :
Languages : en
Pages : 88

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The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1014

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Category : Education
Languages : en
Pages : 1034

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Author: Brian Paul Ellis
Publisher:
ISBN:
Category :
Languages : en
Pages :

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This research investigated the utility of a T-chart technique for supporting students' scientific reasoning during inquiry-based laboratory investigations. The T-chart provided a framework wherein students wrote claims connected to experimental evidence, and served as a pre-writing graphic organizer for laboratory conclusions. Context: This study took place at a college preparatory high school in an urban Northern California city. The focus group was a high school physics class (n = 28) including students of multiple ethnicities and various socio-economic statuses. Methods and Data: Students were taught the T-chart strategy on a murder mystery then utilized it during three inquiry-based laboratory investigations over an eight-week span. In each case, students collected and examined data then made claims that answered the research questions. They completed a T-chart, then were taught the physics principles illustrated by the lab. Finally, they wrote a conclusion arguing why the evidence supported their claim, incorporating the principles to strengthen their argument. Students' T-charts and conclusions were scored on a rubric, revealing common errors. Teacher reflections tracked class discussions and student behavior. Surveys were given before, during, and after the intervention to assess students' attitudes and science process knowledge. Results: Average rubric scores increased in all rubric categories, showing that the intervention slowly improved students' scientific reasoning skills on inquiry-based laboratory investigations. Most students expressed on opinion surveys that the strategy helped them understand the physics content in labs more deeply. Responding to a broader attitudinal survey, students felt on average that they had more self-efficacy, worked more purposefully on labs, and discussed their reasoning in class more often after the intervention than before it began. A comparison of students' prior performance in the class against their rubric scores on each laboratory showed a very weak correlation (Pearson r2

Author: Anol Bhattacherjee
Publisher: CreateSpace
ISBN: 9781475146127
Category : Science
Languages : en
Pages : 156

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This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309139341
Category : Education
Languages : en
Pages : 255

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Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our nation�s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences fit into U.S. high schools: What is effective laboratory teaching? What does research tell us about learning in high school science labs? How should student learning in laboratory experiences be assessed? Do all student have access to laboratory experiences? What changes need to be made to improve laboratory experiences for high school students? How can school organization contribute to effective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculum-and how that can be accomplished.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309256496
Category : Education
Languages : en
Pages : 203

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Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.