東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Exploratory Study on the Use of Prim...

Wagoner, Nevada.

Linked to FindBook

Google Book

Amazon

博客來

Exploratory Study on the Use of Primary Scientific Literature in Undergraduate Education: Faculty Practices and Perceptions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploratory Study on the Use of Primary Scientific Literature in Undergraduate Education: Faculty Practices and Perceptions./
Author:	Wagoner, Nevada.
Description:	56 p.
Notes:	Source: Masters Abstracts International, Volume: 55-05.
Contained By:	Masters Abstracts International55-05(E).
Subject:	Educational sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10111395
ISBN:	9781339746043

Exploratory Study on the Use of Primary Scientific Literature in Undergraduate Education: Faculty Practices and Perceptions.
Wagoner, Nevada.

Exploratory Study on the Use of Primary Scientific Literature in Undergraduate Education: Faculty Practices and Perceptions. - 56 p.

Source: Masters Abstracts International, Volume: 55-05.

Thesis (M.S.)--Arizona State University, 2016.

Calls for changes in science education over the last several decades have contributed to a changing landscape of undergraduate life science education. As opposed to simply lecturing at students and expecting them to recite science facts, there has been a strong push to make systemic changes so that students not only know pertinent science content, but also walk away with critical science process skills. There have been suggestions to create environments that focus on goals such as evaluating scientific evidence and explanations, understanding the development of scientific knowledge, and participating in scientific practice and discourse. As a part of the call for increases in student participation in science practice, we've seen suggestions to increase student exposure to the tools, techniques, and published research within various science fields. The use of primary scientific literature in the classroom is documented as being a tool to introduce students to the nature of scientific reasoning, experimental design, and knowledge creation and transformation. Many of the current studies on primary scientific literature in undergraduate courses report on intensive course designs in which students interact with the material with very specific goals, as outlined by the authors and researchers. We know less about the practices that take place in typical undergraduate settings. This exploratory study looks at information provided by a national sample of faculty that alludes to what sort of practices are taking place and the reasoning for doing so. Through analysis of both closed-ended and open-ended survey questions we have found that faculty are engaging students with primary scientific literature for many reasons and in a variety of ways. We have also attempted to characterize the way in which faculty view the body of scientific literature, as members of the research community. We discuss the implications of faculty views on the utility and value of the body of scientific literature. We also argue that those perceptions inform how the material is used in the undergraduate classroom.

ISBN: 9781339746043Subjects--Topical Terms:

519608
Educational sociology.

Exploratory Study on the Use of Primary Scientific Literature in Undergraduate Education: Faculty Practices and Perceptions.
LDR:03032nmm a2200277 4500 001 2071511
005 20160707145642.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339746043
035 $a (MiAaPQ)AAI10111395
035 $a AAI10111395
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wagoner, Nevada. $3 3186655
245 1 0 $a Exploratory Study on the Use of Primary Scientific Literature in Undergraduate Education: Faculty Practices and Perceptions.
300 $a 56 p.
500 $a Source: Masters Abstracts International, Volume: 55-05.
500 $a Advisers: Sara Brownell; Jane Maienschein.
502 $a Thesis (M.S.)--Arizona State University, 2016.
520 $a Calls for changes in science education over the last several decades have contributed to a changing landscape of undergraduate life science education. As opposed to simply lecturing at students and expecting them to recite science facts, there has been a strong push to make systemic changes so that students not only know pertinent science content, but also walk away with critical science process skills. There have been suggestions to create environments that focus on goals such as evaluating scientific evidence and explanations, understanding the development of scientific knowledge, and participating in scientific practice and discourse. As a part of the call for increases in student participation in science practice, we've seen suggestions to increase student exposure to the tools, techniques, and published research within various science fields. The use of primary scientific literature in the classroom is documented as being a tool to introduce students to the nature of scientific reasoning, experimental design, and knowledge creation and transformation. Many of the current studies on primary scientific literature in undergraduate courses report on intensive course designs in which students interact with the material with very specific goals, as outlined by the authors and researchers. We know less about the practices that take place in typical undergraduate settings. This exploratory study looks at information provided by a national sample of faculty that alludes to what sort of practices are taking place and the reasoning for doing so. Through analysis of both closed-ended and open-ended survey questions we have found that faculty are engaging students with primary scientific literature for many reasons and in a variety of ways. We have also attempted to characterize the way in which faculty view the body of scientific literature, as members of the research community. We discuss the implications of faculty views on the utility and value of the body of scientific literature. We also argue that those perceptions inform how the material is used in the undergraduate classroom.
590 $a School code: 0010.
650 4 $a Educational sociology. $3 519608
650 4 $a Science education. $3 521340
690 $a 0340
690 $a 0714
710 2 $a Arizona State University. $b Biology. $3 1673500
773 0 $t Masters Abstracts International $g 55-05(E).
790 $a 0010
791 $a M.S.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10111395