東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ subject:"Education, Sciences." ]

切換: 標籤 | MARC模式 | ISBD

Undergraduate honors students' image...

Wallace, Michael L.

FindBook

Google Book

Amazon

博客來

Undergraduate honors students' images of science: Nature of scientific work and scientific knowledge.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Undergraduate honors students' images of science: Nature of scientific work and scientific knowledge./
作者:	Wallace, Michael L.
面頁冊數:	199 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2498.
Contained By:	Dissertation Abstracts International63-07A.
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3060156
ISBN:	0493756957

Undergraduate honors students' images of science: Nature of scientific work and scientific knowledge.
Wallace, Michael L.

Undergraduate honors students' images of science: Nature of scientific work and scientific knowledge. - 199 p.

Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2498.

Thesis (Ph.D.)--University of Missouri - Columbia, 2002.

This exploratory study assessed the influence of an implicit, inquiry-oriented nature of science (NOS) instructional approach undertaken in an interdisciplinary college science course on undergraduate honor students' (UHS) understanding of the aspects of NOS for scientific work and scientific knowledge. In this study, the nature of scientific work concentrated upon the delineation of science from pseudoscience and the value scientists place on reproducibility. The nature of scientific knowledge concentrated upon how UHS view scientific theories and how they believe scientists utilize scientific theories in their research. The 39 UHS who participated in the study were non-science majors enrolled in a Honors College sponsored interdisciplinary science course where the instructors took an implicit NOS instructional approach. An open-ended assessment instrument, the UFO Scenario, was designed for the course and used to assess UHS' images of science at the beginning and end of the semester. The mixed-design study employed both qualitative and quantitative techniques to analyze the open-ended responses. The qualitative techniques of open and axial coding were utilized to find recurring themes within UHS' responses. McNemar's chi-square test for two dependent samples was used to identify whether any statistically significant changes occurred within responses from the beginning to the end of the semester. At the start of the study, the majority of UHS held mixed NOS views, but were able to accurately define what a scientific theory is and explicate how scientists utilize theories within scientific research. Postinstruction assessment indicated that UHS did not make significant gains in their understanding of the nature of scientific work or scientific knowledge and their overall images of science remained static. The results of the present study found implicit NOS instruction even with an extensive inquiry-oriented component was an ineffective approach for modifying UHS' images of science towards a more informed view of NOS.

ISBN: 0493756957Subjects--Topical Terms:

1017897
Education, Sciences.

Undergraduate honors students' images of science: Nature of scientific work and scientific knowledge.
LDR:02949nam 2200265 a 45 001 928819
005 20110426
008 110426s2002 eng d
020 $a 0493756957
035 $a (UnM)AAI3060156
035 $a AAI3060156
040 $a UnM $c UnM
100 1 $a Wallace, Michael L. $3 1252284
245 1 0 $a Undergraduate honors students' images of science: Nature of scientific work and scientific knowledge.
300 $a 199 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2498.
500 $a Supervisor: Lloyd H. Barrow.
502 $a Thesis (Ph.D.)--University of Missouri - Columbia, 2002.
520 $a This exploratory study assessed the influence of an implicit, inquiry-oriented nature of science (NOS) instructional approach undertaken in an interdisciplinary college science course on undergraduate honor students' (UHS) understanding of the aspects of NOS for scientific work and scientific knowledge. In this study, the nature of scientific work concentrated upon the delineation of science from pseudoscience and the value scientists place on reproducibility. The nature of scientific knowledge concentrated upon how UHS view scientific theories and how they believe scientists utilize scientific theories in their research. The 39 UHS who participated in the study were non-science majors enrolled in a Honors College sponsored interdisciplinary science course where the instructors took an implicit NOS instructional approach. An open-ended assessment instrument, the UFO Scenario, was designed for the course and used to assess UHS' images of science at the beginning and end of the semester. The mixed-design study employed both qualitative and quantitative techniques to analyze the open-ended responses. The qualitative techniques of open and axial coding were utilized to find recurring themes within UHS' responses. McNemar's chi-square test for two dependent samples was used to identify whether any statistically significant changes occurred within responses from the beginning to the end of the semester. At the start of the study, the majority of UHS held mixed NOS views, but were able to accurately define what a scientific theory is and explicate how scientists utilize theories within scientific research. Postinstruction assessment indicated that UHS did not make significant gains in their understanding of the nature of scientific work or scientific knowledge and their overall images of science remained static. The results of the present study found implicit NOS instruction even with an extensive inquiry-oriented component was an ineffective approach for modifying UHS' images of science towards a more informed view of NOS.
590 $a School code: 0133.
650 4 $a Education, Sciences. $3 1017897
690 $a 0714
710 2 0 $a University of Missouri - Columbia. $3 1017522
773 0 $t Dissertation Abstracts International $g 63-07A.
790 $a 0133
790 1 0 $a Barrow, Lloyd H., $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3060156