Motivating Science Learning

Autor/in	Miller, Brian W.
Titel	Motivating Science Learning
Quelle	(2011), (255 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Illinois at Urbana-Champaign
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1249-7504-7
Schlagwörter	Hochschulschrift; Dissertation; Science Instruction; Student Motivation; Comparative Analysis; Reading Materials; Reading Comprehension; Scientific Concepts; Discussion (Teaching Technique); Teaching Methods; Concept Formation; Intervention; Group Discussion; Logical Thinking + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulische Motivation; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Gruppendiskussion
Abstract	Dual-processing theories of conceptual change hypothesize that if children are more personally involved in a lesson they will process the information more deeply leading to more and stronger conceptual change (Dole & Sinatra, 1998). This study tests this theory by increasing personal involvement through anticipation of a future discussion. Furthermore, argumentative discussions using the Collaborative Reasoning (CR) approach are thought to be more involving than regular discussions (Chinn, Anderson, & Waggoner, 2001) so exposure to CR discussions was used to increase this effect. Classrooms were randomly assigned to receive either CR discussions or regular instruction. Before reading a new text about the shape of the Earth, half of the students were informed they would later discuss the text. Students read clause-by-clause on a computer to record reading times. After reading the story, students received a comprehension test and a self-assessment survey. Before and after the intervention students were given the shape of the Earth interview (Vosniadou & Brewer, 1992) to assess their conceptual change. Students who experienced CR had longer reading times and more conceptual change but lower self-assessed depth of processing. Those students who had an announcement had increased comprehension but no other significant effects. These results partially support the dual-process theory but suggest that CR students are processing both the text and their own beliefs during reading leading to longer reading times and more conceptual change, but not improved comprehension of the text. [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