Time on Text and Science Achievement for High School Biology Students

Autor/inn/en	Wyss, Vanessa L.; Dolenc, Nathan; Kong, Xiaoqing; Tai, Robert H.
Titel	Time on Text and Science Achievement for High School Biology Students
Quelle	In: American Secondary Education, 41 (2013) 2, S.49-59 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Science Achievement; Active Learning; Teaching Methods; Standardized Tests; Biology; Conflict; Inquiry; Experiential Learning; High School Students; College Students; Science Instruction; Student Experience; Textbooks; College Entrance Examinations; Predictor Variables; Grades (Scholastic); Outcomes of Education; ACT Assessment + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Standadised tests; Standardisierter Test; Biologie; Konflikt; Experiental learning; Erfahrungsorientiertes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studienerfahrung; Textbook; Text book; Schulbuch; Lehrbuch; Aufnahmeprüfung; Prädiktor; Notenspiegel; Lernleistung; Schulerfolg; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The conflict between the amount of material to be addressed in high school science classes, the need to prepare students for standardized tests, and the amount of time available forces science educators to make difficult pedagogical decisions on a daily basis. Hands-on and inquiry-based learning offer students more authentic learning experiences with benefits beyond test scores. However, these alternative teaching/learning techniques can be more time consuming than textbook use and exacerbate the conflict between pedagogy and time. The study reported in this article questioned 2712 college Biology students about their high school science experiences. Analyses indicate that the amount of time spent reading biology texts does not influence learning outcomes. (Contains 3 tables.) (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10