Graduate Thesis Or Dissertation
 

Student views on science and the scientific process : studying changes made in a redesigned non-major introductory science course

公开 Deposited

可下载的内容

下载PDF文件
https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/8c97ks556

Descriptions

Attribute NameValues
Creator
Abstract
  • The purpose of this study was to understand how instruction in an introductory nonmajor astronomy course at Oregon State University affects how non-science majors view science and the scientific process. The study used research-based methods to design a reform-based lecture/lab course and implement it for students. Two top-level questions were asked during the study of the redesigned astronomy course: 1. Do student epistemologies change after instruction using the redesigned lecture/lab curriculum in a non-major introductory astronomy course? 2. Is there any change in content gain when students are instructed using the redesigned non-major introductory astronomy course? Students were given pre-instruction and post-instruction epistemological measures in order to track changes in their views on science. A pre-instruction diagnostic test was given to gauge general knowledge, and examination scores were used to assess student content gain. An initial study of student epistemologies in 2004 indicated a significant decrease in the sophistication of student epistemologies after taking the astronomy course. After our instruction, student epistemologies do not show the decrease that we found initially and in some aspects show a modest increase in sophistication. We also found no significant decrease in student content gain after instruction was redeveloped to focus on epistemological instruction. In general, as instruction became more epistemologically focused, we found an increase in exam averages over the course of study. We found a correlation between our instruction and changes in student views about science and the scientific process, but also found content gain to increase.
License
Resource Type
Date Available
Date Issued
Degree Level
Degree Name
Degree Field
Degree Grantor
Commencement Year
Advisor
Committee Member
Academic Affiliation
Non-Academic Affiliation
Subject
权利声明
Publisher
Peer Reviewed
Language
Replaces

关联

Parents:

This work has no parents.

属于 Collection:

单件

缩略图 标题 上传日期 公开度 行动
file details price_dissertation.pdf 2017-08-02 公开 下载