Analysis of the Effect of Student Cognizance of the Learning Cycle in General Chemistry

Autor/in	Czapla, Matthew
Titel	Analysis of the Effect of Student Cognizance of the Learning Cycle in General Chemistry
Quelle	(2012), (205 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Oklahoma
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-3749-2
Schlagwörter	Hochschulschrift; Dissertation; Science Instruction; Learning Processes; Chemistry; Statistical Analysis; Student Surveys; Hypothesis Testing; Metacognition; Holistic Approach; Comprehension; Scientific Concepts; Instructional Effectiveness; Learning Theories + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Chemie; Statistische Analyse; Schülerbefragung; Hypothesenprüfung; Hypothesentest; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Holistischer Ansatz; Verstehen; Verständnis; Unterrichtserfolg; Learning theory; Lerntheorie
Abstract	While the benefits of the using the Learning Cycle have been well researched, one area that has received surprisingly little investigation is the effect that student cognizance of the learning cycle has on student performance in chemistry. The Learning Cycle, with its strong theoretical roots in scientific practice and learning theory, offers a logical opportunity to educate students in the nature of science and metacognition. In addition, by examining the class holistically, students will have the opportunity to better link the lab and lecture components of the course. We hypothesized that since a keen understanding of the nature of science, strong metacognitive ability, and a holistic view of Learning Cycle classes have all been shown to increase student comprehension in general chemistry, students who were taught to understand the Learning Cycle would perform better than students who were not. Statistical analysis of survey and grade data will be presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10