Literaturnachweis - Detailanzeige
| Autor/inn/en | Christianson, Roger G.; Fisher, Kathleen M. |
|---|---|
| Titel | Comparison of student learning about diffusion and osmosis in constructivist and traditional classrooms. |
| Quelle | In: International journal of science education, 21 (1999) 6, S. 687-698Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Lernerfolg; Unterrichtsstil; Osmose (Biol); Chemie; Konstruktivismus; Diffusion; Praktikum; Universität |
| Abstract | Student learning about diffusion and osmosis was measured at three different universities using a newly developed instrument [Odom and Barrow (1995) Journal of Research in Science Teaching, 32, 45-61] which tests the underlying knowledge of students in addition to their ability to answer factual questions correctly. Instructors at two of the universities taught utilizing the very common large lecture/small laboratory approach. The instructor at the third university taught using a small discussion/laboratory approach which was informed by constructivist theory. Results of pre- and post-testing indicate that students learned about and understood diffusion and osmosis most deeply in the small discussion/laboratory course. Reasons why this may be are discussed and suggestions are presented to help improve student learning in other settings. (Autorenreferat). |
| Erfasst von | Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München |
| Update | 2000_(CD) |
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