Literaturnachweis - Detailanzeige
| Autor/inn/en | Good, Ron; und weitere |
|---|---|
| Titel | A Model for Facilitating Formal Thought in the College Science Student. |
| Quelle | (1977), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Chemistry; Cognitive Development; Cognitive Processes; College Science; College Students; Higher Education; Instruction; Science Curriculum; Science Education; Teaching Models |
| Abstract | The first part of this publication is a study of students' math skills and logical abilities and their success in an introductory college chemistry course. A 29-item instrument was developed and administered to 343 students. Test scores for students who received either A or B in the course were compared with scores for those who received either D or F. Statistically significant differences, beyond the .01 level, were found between the two groups. A 27-item revision of the test was given to 371 students in the same course. Analysis of variance and regression analysis were performed on the data. It was found that 85% of the factors explaining a student's success in introductory chemistry were different than the math and logic factors found in the test itself. The authors suggest that such a test be used to help identify students who do not function at a formal level in science courses. Part two of this paper presents a model of 14 logic-related components directed towards concepts and problems typically found in natural science courses. This model, it is suggested, could serve to assist faculty in making changes in course content and approach that which would maximize the likelihood of furthering formal thought in students. (MR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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