Assimilative Domain Proficiency and Performance in Chemistry Coursework

Autor/in	Byrnes, Scott William
Titel	Assimilative Domain Proficiency and Performance in Chemistry Coursework
Quelle	(2010), (204 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-0270-5
Schlagwörter	Hochschulschrift; Dissertation; Cognitive Style; Social Change; Individualized Instruction; Standardized Tests; Learning Modalities; Cooperative Learning; Science Instruction; Knowledge Level; Visual Stimuli; Auditory Stimuli; Tactual Perception; Learning Processes; Pretests Posttests; High School Students; Secondary School Science; Chemistry; Science Curriculum; Scientific Concepts; Concept Formation; Correlation; Cognitive Development; Scores; Science Achievement; Check Lists; Learning Style Inventory + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Cognitive styles; Kognitiver Stil; Sozialer Wandel; Individualisierender Unterricht; Standadised tests; Standardisierter Test; Lernumgebung; Kooperatives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis; Auditive Stimulation; Taktile Wahrnehmung; Learning process; Lernprozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; Concept learning; Begriffsbildung; Korrelation; Kognitive Entwicklung; Checkliste
Abstract	The assimilation and synthesis of knowledge is essential for students to be successful in chemistry, yet not all students synthesize knowledge as intended. The study used the Learning Preference Checklist to classify students into one of three learning modalities--visual, auditory, or kinesthetic (VAK). It also used the Kolb Learning Style Inventory (KLSI), which utilizes four learning domains--Converging, Accommodating, Diverging, and Assimilating--to explain the students' maturation process by showing shift from any domain towards the Assimilating domain. A shift approaching this domain was considered as improvement in the assimilation and synthesis of knowledge. This pre-experimental one-group pretest-posttest study was used to test the hypothesis that modifying a high school chemistry curriculum to accentuate a student's learning preference would result in a shift towards the Assimilative domain on the KLSI and if there was a correlation between the improvement in student learning and a shift towards the KLSI Assimilating domain. Forty-two high school students were issued the VAK and provided with differentiated instruction via homologous cooperative learning groups. Pre- and post-KLSI and chemistry concepts tests were administered. "T" test analyses showed no significant shift towards the Assimilating domain. Further Pearson's "r" analyses showed no significant correlation between the KLSI and exam scores. This study contributes to social change by providing empirical evidence related to the effectiveness infusing learning styles into the science curriculum and the integration of the KLSI to monitor cognitive development as tools in raising standardized test scores and enhancing academic achievement. Results from the study can also inform future research into learning styles through their incorporation into the science curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10