Literaturnachweis - Detailanzeige
Autor/in | Hofer, Barbara K. |
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Titel | Instructional Context in the College Mathematics Classroom: Epistemological Beliefs and Student Motivation. |
Quelle | In: Journal of Staff, Program & Organization Development, 16 (1999) 2, S.73-82 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0736-7627 |
Schlagwörter | Academic Achievement; Active Learning; Calculus; Classroom Environment; Cognitive Processes; Cooperative Learning; Epistemology; Higher Education; Introductory Courses; Mathematics Education; Student Motivation Schulleistung; Aktives Lernen; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Klassenklima; Unterrichtsklima; Cognitive process; Kognitiver Prozess; Kooperatives Lernen; Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Einführungskurs; Mathematische Bildung; Schulische Motivation |
Abstract | Examines students' beliefs about knowledge, and their motivation, learning strategies, and academic performance in two instructional contexts in introductory Calculus classes. Sophistication of epistemological beliefs was positively correlated with motivation, self-efficacy, self-regulation, and grades. Students in the more active, cooperative classroom had more sophisticated beliefs than the students in the traditional classroom. Contains 24 references. (AMA) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |