Literaturnachweis - Detailanzeige
| Autor/inn/en | Naughton, Wendy; Schreck, James; Heikkinen, Henry |
|---|---|
| Titel | Seeking Evidence for "Curricular Relevancy" within Undergraduate, Liberal Arts Chemistry Textbooks |
| Quelle | In: Journal of Research in Science Teaching, 45 (2008) 2, S.174-196 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4308 |
| DOI | 10.1002/tea.20205 |
| Schlagwörter | Textbooks; Educational Quality; Chemistry; Content Analysis; Pollution; Liberal Arts; Misconceptions; Interviews; Public Agencies; Undergraduate Students; Educational Objectives |
| Abstract | Interviews with representatives of nine municipal agencies involved in air-quality education were analyzed for concepts and skills perceived as important for citizens in addressing air-quality concerns. Interviewees focused mainly on general air quality-related understandings (60.2%), although cognitive skills (22.0%) and specific concepts (17.8%) were also mentioned. The major categories of desired air-quality understandings identified in interviews included sources, impact, detection, and transport of air pollutants. Identified cognitive skills focused on information-gathering and -evaluating abilities, enabling informed air-quality decision making. Eight Learning Goal Sets generated from interview data and validated via peer and member checks helped guide a content analysis of six undergraduate liberal arts chemistry textbooks. Overall, sampled chemistry textbooks supported the previously identified air-quality concepts and skills. However, few textbooks directly confronted interviewee-reported, air quality-related misconceptions and inabilities. Instructional and research implications of these validated air-quality learning goals and subsequent textbook analyses are discussed. (Contains 16 tables.) (Author). |
| Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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