東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Social aspects of classroom learning...

Becker, Nicole M.

Linked to FindBook

Google Book

Amazon

博客來

Social aspects of classroom learning: Results of a discourse analysis in an inquiry-oriented physical chemistry class.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social aspects of classroom learning: Results of a discourse analysis in an inquiry-oriented physical chemistry class./
Author:	Becker, Nicole M.
Description:	254 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-03(E), Section: A.
Contained By:	Dissertation Abstracts International74-03A(E).
Subject:	Education, Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3544338
ISBN:	9781267746450

Social aspects of classroom learning: Results of a discourse analysis in an inquiry-oriented physical chemistry class.
Becker, Nicole M.

Social aspects of classroom learning: Results of a discourse analysis in an inquiry-oriented physical chemistry class. - 254 p.

Source: Dissertation Abstracts International, Volume: 74-03(E), Section: A.

Thesis (Ph.D.)--Purdue University, 2012.

This item must not be sold to any third party vendors.

Engaging students in classroom discourse offers opportunities for students to participate in the construction of joint understandings, to negotiate relationships between different types of evidence, and to practice making evidence-based claims about science content. However, close attention to social aspects of learning is critical to creating inquiry-oriented classroom environments in which students learn with understanding.

ISBN: 9781267746450Subjects--Topical Terms:

1017897
Education, Sciences.

Social aspects of classroom learning: Results of a discourse analysis in an inquiry-oriented physical chemistry class.
LDR:03795nmm a2200337 4500 001 2057675
005 20150619125613.5
008 170521s2012 ||||||||||||||||| ||eng d
020 $a 9781267746450
035 $a (MiAaPQ)AAI3544338
035 $a AAI3544338
040 $a MiAaPQ $c MiAaPQ
100 1 $a Becker, Nicole M. $3 3171548
245 1 0 $a Social aspects of classroom learning: Results of a discourse analysis in an inquiry-oriented physical chemistry class.
300 $a 254 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-03(E), Section: A.
500 $a Adviser: Marcy H. Towns.
502 $a Thesis (Ph.D.)--Purdue University, 2012.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Engaging students in classroom discourse offers opportunities for students to participate in the construction of joint understandings, to negotiate relationships between different types of evidence, and to practice making evidence-based claims about science content. However, close attention to social aspects of learning is critical to creating inquiry-oriented classroom environments in which students learn with understanding.
520 $a This study examined the social influences that contribute to classroom learning in an inquiry-oriented undergraduate physical chemistry class using the Process Oriented Guided Inquiry Learning (POGIL) approach. A qualitative approach to analyzing classroom discourse derived from Toulmin's (1968) model of argumentation was used to document patterns in classroom reasoning that reflect normative aspects of social interaction. Adapting the constructs of social and sociomathematical norms from the work of Yackel and Cobb (1996), I describe social aspects of the classroom environment by discussing normative aspects of social interaction (social norms) and discipline-specific criteria related to reasoning and justification in chemistry contexts, referred to here as sociochemical norms.
520 $a This work discusses four social norms and two sociochemical norms that were documented over a five-week period of observation in Dr. Black's POGIL physical chemistry class. In small group activities, the socially established expectations that students explain reasoning, negotiate understandings of terminology and symbolic representations, and arrive at a consensus on critical thinking questions shaped small group interactions and reasoning. In whole class discussion, there was an expectation that students share reasoning with the class, and that the instructor provide feedback on student reasoning in ways that extended student contributions and elaborated relationships between macroscopic, particulate, and symbolic-level ideas.
520 $a The ways in which the class constructed evidence-based claims about chemistry content reflected the influence of sociochemical norms that were enacted through classroom discourse. Two sociochemical norms were documented in both whole class and small group activities: first, the class used particulate-level evidence to make claims about chemical and physical properties; second, particular ways of using mathematical reasoning to justify claims about thermodynamics content became normative for the class. These similarities and differences between social and sociochemical norms in small group and whole class discussion highlight ways in which instructor facilitation can support productive interactions in classroom activities.
590 $a School code: 0183.
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Sociology of. $3 626654
690 $a 0714
690 $a 0340
710 2 $a Purdue University. $b Chemistry. $3 1019176
773 0 $t Dissertation Abstracts International $g 74-03A(E).
790 $a 0183
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3544338