"On Course" for Supporting Expanded Participation and Improving Scientific Reasoning in Undergraduate Thesis Writing

Autor/inn/en	Dowd, Jason E.; Roy, Christopher P.; Thompson, Robert J., Jr.; Reynolds, Julie A.
Titel	"On Course" for Supporting Expanded Participation and Improving Scientific Reasoning in Undergraduate Thesis Writing
Quelle	In: Journal of Chemical Education, 92 (2015) 1, S.39-45 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed500298r
Schlagwörter	Undergraduate Students; Theses; Student Projects; Student Research; Honors Curriculum; Intervention; Student Characteristics; Evaluation Methods; Regression (Statistics); Predictor Variables; Writing Processes; Educational Resources; Mentors; Academic Support Services; Scientific Literacy; Thinking Skills; Science Process Skills; Outreach Programs; Student Participation; North Carolina + Suchen Sie Ihr Suchwort? These; Schulprojekt; Studentenforschung; Regression; Regressionsanalyse; Prädiktor; Bildungsmittel; Denkfähigkeit; Jobcoaching; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The Department of Chemistry at Duke University has endeavored to expand participation in undergraduate honors thesis research while maintaining the quality of the learning experience. Accomplishing this goal has been constrained by limited departmental resources (including faculty time) and increased diversity in students' preparation to engage in the research and writing processes. Here we assessed the relationship between iterative changes in pedagogical and mentoring support of honors research that efficiently employed departmental resources (including the chemistry thesis assessment protocol, ChemTAP) and students' scientific reasoning and writing skills reflected in their undergraduate theses. We found that, although we cannot disentangle some gradual changes over time from specific interventions, students exhibited the strongest performance when they participated in a course with structured scaffolding and used assessment tools explicitly designed to enhance the scientific reasoning in writing. Furthermore, less prepared students exhibited more positive changes. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01