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On-line peer review and students' un...

Yalvac, Bugrahan.

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On-line peer review and students' understanding of the nature of science.

Record Type:	Electronic resources : Monograph/item
Title/Author:	On-line peer review and students' understanding of the nature of science./
Author:	Yalvac, Bugrahan.
Description:	323 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1627.
Contained By:	Dissertation Abstracts International66-05A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3173841
ISBN:	0542116898

On-line peer review and students' understanding of the nature of science.
Yalvac, Bugrahan.

On-line peer review and students' understanding of the nature of science. - 323 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1627.

Thesis (Ph.D.)--The Pennsylvania State University, 2005.

Understanding the Nature of Science (NOS) is an important objective of science for all. Researchers have proposed different strategies to teach the tenets of the NOS. Among the proposed strategies, most promising is an implicit and contextualized NOS teaching strategy, especially when consideration is given to the sociological NOS and the social constructivist view of science.

ISBN: 0542116898Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

On-line peer review and students' understanding of the nature of science.
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245 1 0 $a On-line peer review and students' understanding of the nature of science.
300 $a 323 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1627.
500 $a Adviser: William S. Carlsen.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2005.
520 $a Understanding the Nature of Science (NOS) is an important objective of science for all. Researchers have proposed different strategies to teach the tenets of the NOS. Among the proposed strategies, most promising is an implicit and contextualized NOS teaching strategy, especially when consideration is given to the sociological NOS and the social constructivist view of science.
520 $a This study explores a group of college students' understanding of the NOS, with a particular emphasis on the sociological NOS understanding and the social view of science. The participants in this study completed an implicit and contextualized NOS instruction, a College Peer Review (CPR) project. The CPR project was designed to engage college students in an authentic scientific investigation through its original research, on-line collaboration, and peer review. The phenomena under investigation were students' conceptual ecologies of the NOS and their experiences with the activities of the CPR project.
520 $a After the project was completed, participants portrayed science as socially constructed. Participants did not change their positions regarding the empirical, tentative, subjective, value-laden, and a human endeavor characteristics of science but they enhanced their arguments regarding the sociological NOS. It was expected that students would not change their positions regarding the aforementioned tenets of the NOS, because the project did not deliver some NOS ideologies explicitly.
520 $a Participants found the on-line peer review aspect of the project unique. They reported that they would use a similar peer review system with their students when they begin teaching. Participants suggested not utilizing anonymous feedback, but making the reviewers known to the authors. According to the participants, providing eponymous feedback would improve the quality of the reviews. Better coordination of campuses to provide prompt feedback, the use of different organisms in addition to plant seeds, and second time experimenting were some of the other recommendations made by the students. (Abstract shortened by UMI.)
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791 $a Ph.D.
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