Taking Ownership of Learning in a Large Class: Group Projects and a Mini-Conference

Autor/inn/en	Borda, Emily J.; Kriz, George S.; Popejoy, Kate L.; Dickinson, Alison K.; Olson, Amy L.
Titel	Taking Ownership of Learning in a Large Class: Group Projects and a Mini-Conference
Quelle	In: Journal of College Science Teaching, 38 (2009) 6, S.35-41 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Large Group Instruction; Student Projects; Group Activities; Scientific Principles; Chemistry; College Science; Science Instruction; College Students; Nonmajors; Introductory Courses; Conferences (Gatherings); Student Attitudes; Learning + Suchen Sie Ihr Suchwort? Schulprojekt; Gruppenaktivität; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Collegestudent; Einführungskurs; Schülerverhalten; Lernen
Abstract	Helping students take ownership of their learning is often a challenge in a large lecture course. In this article, the authors describe a nature of science-oriented group project in a chemistry course in which students gave presentations in concurrent conference sessions as well as its impact on student learning as evidenced through multiple data sources. Finally, they describe how they plan to improve this project in the future and how it can be adapted to other science courses. (Contains 3 figures and 4 tables.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10