語系:
繁體中文
English
說明(常見問題)
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Comparing Different Approaches to th...
~
ProQuest Information and Learning Co.
Comparing Different Approaches to the Implementation of a New Chemistry Curriculum.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
Comparing Different Approaches to the Implementation of a New Chemistry Curriculum./
作者:
Hou, Ying.
面頁冊數:
1 online resource (225 pages)
附註:
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.
Contained By:
Dissertation Abstracts International79-10B(E).
標題:
Science education. -
電子資源:
click for full text (PQDT)
ISBN:
9780438034709
Comparing Different Approaches to the Implementation of a New Chemistry Curriculum.
Hou, Ying.
Comparing Different Approaches to the Implementation of a New Chemistry Curriculum.
- 1 online resource (225 pages)
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.
Thesis (Ph.D.)--The University of Arizona, 2018.
Includes bibliographical references
In recent years, educational researchers have investigated teacher-student interactions in science classrooms, paying particular attention to interaction patterns and the purpose of such interactions. Although different patterns and purposes have been uncovered through these investigations, there is little research on how college instructors use in-class interactions to help students construct ideas. Instructors' decisions and actions are important when interacting with students and they can be expected to depend on their teaching experience, instructional strategies, and educational purposes when implementing in-class activities. Thus, we have carried out a qualitative study using in-class observations and semi-structured interviews as the main data collection tools to explore the differences in how diverse instructors interact with students during in-class activities in the new "Chemical Thinking" curriculum for General Chemistry at the University of Arizona. The participants of this study included six instructors with different backgrounds and teaching experiences. We identified major types of discourse moves instructors used when interacting with students. Main findings indicate that although participants shared similarities in the interaction patterns and discourse moves they followed in the classroom, they approached the implementation on in-class activities in different ways and their decisions and actions had an impact on the quality of the opportunities to learn that they created. The results of our study are relevant to chemistry educators interested in helping college instructors improve their practice when implementing collaborative group activities in the classroom.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9780438034709Subjects--Topical Terms:
1151737
Science education.
Index Terms--Genre/Form:
554714
Electronic books.
Comparing Different Approaches to the Implementation of a New Chemistry Curriculum.
LDR
:02950ntm a2200337Ki 4500
001
919792
005
20181129120548.5
006
m o u
007
cr mn||||a|a||
008
190606s2018 xx obm 000 0 eng d
020
$a
9780438034709
035
$a
(MiAaPQ)AAI10825705
035
$a
(MiAaPQ)arizona:16415
035
$a
AAI10825705
040
$a
MiAaPQ
$b
eng
$c
MiAaPQ
$d
NTU
100
1
$a
Hou, Ying.
$3
1194438
245
1 0
$a
Comparing Different Approaches to the Implementation of a New Chemistry Curriculum.
264
0
$c
2018
300
$a
1 online resource (225 pages)
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
500
$a
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.
500
$a
Adviser: Vicente Talanquer.
502
$a
Thesis (Ph.D.)--The University of Arizona, 2018.
504
$a
Includes bibliographical references
520
$a
In recent years, educational researchers have investigated teacher-student interactions in science classrooms, paying particular attention to interaction patterns and the purpose of such interactions. Although different patterns and purposes have been uncovered through these investigations, there is little research on how college instructors use in-class interactions to help students construct ideas. Instructors' decisions and actions are important when interacting with students and they can be expected to depend on their teaching experience, instructional strategies, and educational purposes when implementing in-class activities. Thus, we have carried out a qualitative study using in-class observations and semi-structured interviews as the main data collection tools to explore the differences in how diverse instructors interact with students during in-class activities in the new "Chemical Thinking" curriculum for General Chemistry at the University of Arizona. The participants of this study included six instructors with different backgrounds and teaching experiences. We identified major types of discourse moves instructors used when interacting with students. Main findings indicate that although participants shared similarities in the interaction patterns and discourse moves they followed in the classroom, they approached the implementation on in-class activities in different ways and their decisions and actions had an impact on the quality of the opportunities to learn that they created. The results of our study are relevant to chemistry educators interested in helping college instructors improve their practice when implementing collaborative group activities in the classroom.
533
$a
Electronic reproduction.
$b
Ann Arbor, Mich. :
$c
ProQuest,
$d
2018
538
$a
Mode of access: World Wide Web
650
4
$a
Science education.
$3
1151737
650
4
$a
Pedagogy.
$3
1148703
655
7
$a
Electronic books.
$2
local
$3
554714
690
$a
0714
690
$a
0456
710
2
$a
ProQuest Information and Learning Co.
$3
1178819
710
2
$a
The University of Arizona.
$b
Chemistry.
$3
1186982
773
0
$t
Dissertation Abstracts International
$g
79-10B(E).
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10825705
$z
click for full text (PQDT)
筆 0 讀者評論
多媒體
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼[密碼必須為2種組合(英文和數字)及長度為10碼以上]
登入