Access to Knowledge and Critical Thinking in General Chemistry via Social Constructivism: Pedagogical and Curricular Opportunities for Minority Science Majors.

Autor/inn/en	Pushkin, David B.; Colon-Gonzalez, Maria H.
Titel	Access to Knowledge and Critical Thinking in General Chemistry via Social Constructivism: Pedagogical and Curricular Opportunities for Minority Science Majors.
Quelle	(1998), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Chemistry; Cognitive Processes; Constructivism (Learning); Cultural Influences; Educational Strategies; Epistemology; Equal Education; Higher Education; Minority Groups; Science Curriculum; Thinking Skills; Undergraduate Study + Suchen Sie Ihr Suchwort? Schulleistung; Chemie; Cognitive process; Kognitiver Prozess; Cultural influence; Kultureinfluss; Lehrstrategie; Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Denkfähigkeit; Grundstudium
Abstract	This research study examines the nature of socio-cognitive influences on general chemistry students' learning and success. In this study, "learning" means gaining critical thinking skills and "success" means good academic grades. From a social constructivist and postmodern perspective, learning and success are considered functions of enculturation and empowerment and are measured through a variety of quantitative and qualitative means. The epistemological basis for the study includes principles such as access to knowledge, pedagogical content knowledge, postmodernism, social constructivism, and critical thinking. A discussion of epistemological racism, institutionalized racism, and the context of gender is also included as background to the study. Contains 66 references. (DDR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01