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Conceptual and procedural knowledge ...

Steen-Eibensteiner, Janice Lee.

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Conceptual and procedural knowledge community college students use when solving a complex science problem.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Conceptual and procedural knowledge community college students use when solving a complex science problem./
Author:	Steen-Eibensteiner, Janice Lee.
Description:	274 p.
Notes:	Advisers: Fred N. Finley; Frances P. Lawrenz.
Contained By:	Dissertation Abstracts International67-09A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3235400
ISBN:	9780542890314

Conceptual and procedural knowledge community college students use when solving a complex science problem.
Steen-Eibensteiner, Janice Lee.

Conceptual and procedural knowledge community college students use when solving a complex science problem. - 274 p.

Advisers: Fred N. Finley; Frances P. Lawrenz.

Thesis (Ph.D.)--University of Minnesota, 2006.

A strong science knowledge base and problem solving skills have always been highly valued for employment in the science industry. Skills currently needed for employment include being able to problem solve (Overtoom, 2000). Academia also recognizes the need for effectively teaching students to apply problem solving skills in clinical settings.

ISBN: 9780542890314Subjects--Topical Terms:

1018008
Education, Community College.

Conceptual and procedural knowledge community college students use when solving a complex science problem.
LDR:03313nam 2200349 a 45 001 971030
005 20110921
008 110921s2006 eng d
020 $a 9780542890314
035 $a (UMI)AAI3235400
035 $a AAI3235400
040 $a UMI $c UMI
100 1 $a Steen-Eibensteiner, Janice Lee. $3 1295065
245 1 0 $a Conceptual and procedural knowledge community college students use when solving a complex science problem.
300 $a 274 p.
500 $a Advisers: Fred N. Finley; Frances P. Lawrenz.
500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3289.
502 $a Thesis (Ph.D.)--University of Minnesota, 2006.
520 $a A strong science knowledge base and problem solving skills have always been highly valued for employment in the science industry. Skills currently needed for employment include being able to problem solve (Overtoom, 2000). Academia also recognizes the need for effectively teaching students to apply problem solving skills in clinical settings.
520 $a This thesis investigates how students solve complex science problems in an academic setting in order to inform the development of problem solving skills for the workplace. Students' use of problem solving skills in the form of learned concepts and procedural knowledge was studied as students completed a problem that might come up in real life. Students were taking a community college sophomore biology course, Human Anatomy & Physiology II. The problem topic was negative feedback inhibition of the thyroid and parathyroid glands.
520 $a The research questions answered were (1) How well do community college students use a complex of conceptual knowledge when solving a complex science problem? (2) What conceptual knowledge are community college students using correctly, incorrectly, or not using when solving a complex science problem? (3) What problem solving procedural knowledge are community college students using successfully, unsuccessfully, or not using when solving a complex science problem?
520 $a From the whole class the high academic level participants performed at a mean of 72% correct on chapter test questions which was a low average to fair grade of C-. The middle and low academic participants both failed (F) the test questions (37% and 30% respectively); 29% (9/31) of the students show only a fair performance while 71% (22/31) fail.
520 $a From the subset sample population of 2 students each from the high, middle, and low academic levels selected from the whole class 35% (8/23) of the concepts were used effectively, 22% (5/23) marginally, and 43% (10/23) poorly. Only 1 concept was used incorrectly by 3/6 of the students and identified as a misconception. One of 21 (5%) problem-solving pathway characteristics was used effectively, 7 (33%) marginally, and 13 (62%) poorly. There were very few (0 to 4) problem-solving pathway characteristics used unsuccessfully most were simply not used.
590 $a School code: 0130.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Sciences. $3 1017897
690 $a 0275
690 $a 0714
690 $a 0727
710 2 0 $a University of Minnesota. $3 676231
773 0 $t Dissertation Abstracts International $g 67-09A.
790 $a 0130
790 1 0 $a Finley, Fred N., $e advisor
790 1 0 $a Lawrenz, Frances P., $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3235400