A Case Study of Prior Knowledge, Learning Approach and Conceptual Change in an Introductory College Chemistry Tutorial Program.

Autor/inn/en	Braathen, Per Christian; Hewson, Peter W.
Titel	A Case Study of Prior Knowledge, Learning Approach and Conceptual Change in an Introductory College Chemistry Tutorial Program.
Quelle	(1988), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; Case Studies; Chemistry; College Science; Higher Education; Learning Theories; Physical Sciences; Science Education; Tutorial Programs + Suchen Sie Ihr Suchwort? Performance; Leistung; Case study; Fallstudie; Case Study; Chemie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning theory; Lerntheorie; Natural sciences; Naturwissenschaften; Naturwissenschaft; Naturwissenschaftliche Bildung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	This paper presents a case study involving a small group of students enrolled in a tutorial program learning introductory college chemistry. The underlying theoretical framework of this investigation was a constructivist view of learning, but more specifically it was based on Ausubel's theory of meaningful learning. The findings of this investigation were: (1) students did undergo qualitative changes in their knowledge, but some students more so than others; (2) these changes were related to the students' learning approach, i.e., positively related to the adoption of a meaningful learning set (a predisposition to learn meaningfully); and to the nature (quality and quantity) of their prior knowledge; and (3) evidence suggested that at least one of the subjects changed from essentially a rote learner to a more meaningful learner. In addition, this study explored Ausubel's condition of adopting a meaningful learning set for meaningful learning to occur. (CW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC