The Relationship between Student Success in Introductory University Chemistry and Approaches to Learning outside of the Classroom

Autor/inn/en	Sinapuelas, Michelle L. S.; Stacy, Angelica M.
Titel	The Relationship between Student Success in Introductory University Chemistry and Approaches to Learning outside of the Classroom
Quelle	In: Journal of Research in Science Teaching, 52 (2015) 6, S.790-815 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21215
Schlagwörter	Chemistry; College Science; College Students; Introductory Courses; Interviews; Student Attitudes; Study Habits; Science Tests; Learning Processes; Metacognition; Reference Materials; Drills (Practice); Interaction; Information Sources; Hierarchical Linear Modeling; Predictor Variables; Scores + Suchen Sie Ihr Suchwort? Chemie; Collegestudent; Einführungskurs; Interviewing; Interviewtechnik; Schülerverhalten; Study behavior; Study behaviour; Studienverhalten; Learning process; Lernprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Literaturnachweis; Interaktion; Information source; Informationsquelle; Prädiktor
Abstract	The study reported here examines the learning approaches adopted by students enrolled in introductory chemistry at a public university. To evaluate learning approaches, a group of 61 students enrolled in the course were interviewed at three time-points during the semester, specifically to ascertain how they prepared for the exams. From these interviews, the Learning Approaches Framework for Chemistry was developed. The framework describes four levels of learning approaches that were determined based on the activities reported by students around use of metacognitive skills, reference materials, practice problems, and interactions with others. Students who use approaches referred to as Level 1 (Gathering Facts) and Level 2 (Learning Procedures) rely on outside sources of information for understanding, while those who use Level 3 (Confirming Understanding) and Level 4 (Applying Ideas) approaches evaluate information for themselves and generate explanations in their own words. Analysis using a Hierarchical Linear Model showed that students' learning approach level is a significant predictor of their exam score (p?<?0.05). The coefficient for each learning approach level increases as the level increases from Level 2 to Level 3 (p[subscript 2]?=?0.39, p[subscript 3]?=?0.88) indicating that as the learning approach level increases, so does exam performance. This study demonstrates associations between students' learning approaches and performance. Analysis also showed that while some students do make the transition from Level 2 to Level 3 learning approaches during the semester, many students remain in Level 2, and rely largely on memorization of procedures and problems. These findings suggest that additional instructional supports should be developed to encourage more students to use Level 3 learning approaches when studying and preparing for exams in self-directed settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01