Literaturnachweis - Detailanzeige
| Autor/inn/en | Travis, Holly; Lord, Thomas |
|---|---|
| Titel | Traditional and Constructivist Teaching Techniques: Comparing Two Groups of Undergraduate Nonscience Majors in a Biology Lab |
| Quelle | In: Journal of College Science Teaching, 34 (2004) 3, S.12-18 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0047-231X |
| Schlagwörter | Teaching Methods; Student Interests; Biology; Teaching Styles; Constructivism (Learning); Comparative Analysis; Undergraduate Students; Tests; Scores; Attendance; Student Attitudes; Science Instruction; Videotape Recordings |
| Abstract | Constructivist teaching techniques work well in various instructional settings, but many teachers remain skeptical because there is a lack of quantitative data supporting this model. This study compared an undergraduate nonmajors biology lab section taught in a traditional teacher-centered style to a similar section taught as a constructivist class. Weekly lab quiz scores, attendance, a science attitude inventory, and an analysis of videotapes were used to determine whether student interest and performance were affected by the teaching style used. Evaluative tests showed many significant differences between the groups and demonstrated that the constructivist class had higher quiz scores, more appreciation of science, better attendance, and increased participation in the lab activities than the traditional group. (Contains 2 tables and 3 figures.) (Author). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
