Implementation and Evaluation of the Course Dossier Methodology

Autor/inn/en	Khanam, Wahidun N.; Kalman, Calvin S.
Titel	Implementation and Evaluation of the Course Dossier Methodology
Quelle	In: Canadian Journal for the Scholarship of Teaching and Learning, 8 (2017) 1, Artikel 7 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-2902
Schlagwörter	Undergraduate Students; Teaching Methods; Science Education; Physics; Humanities; Scientific Concepts; Reflection; Writing (Composition); Essays; Hermeneutics; Scaffolding (Teaching Technique); Peer Evaluation; Constructivism (Learning); Writing Across the Curriculum; Concept Formation; Scientific Attitudes; Student Evaluation; Scientific Literacy; Semi Structured Interviews; Data Analysis; Learning Strategies; Problem Solving + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Physik; Geisteswissenschaften; Humanwissenschaften; Schreibübung; Essay; Aufsatzunterricht; Hermeneutik; Concept learning; Begriffsbildung; Schulnote; Studentische Bewertung; Auswertung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen
Abstract	It has been argued that for novice students to acquire a full understanding of scientific texts, they also need to pursue a recurrent construction of their comprehension of scientific concepts. The course dossier method has students examine concepts in multiple passes: (a) through reflective writing on text before it is considered in the classroom, (b) in a one-page essay at the end of the week, and (c) through a final essay at the end of the term. Students are encouraged to relate to the text in their reflective writing and critiques in the manner of a hermeneutical circle. Students are further scaffolded in writing their final essay by the use of student reviewers. This study explored how students in a humanities course perceived and accomplished the course dossier method. It was found that students' understanding of concepts improved as the course progressed. (As Provided).
Anmerkungen	University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01