Emotion, Engagement, and Case Studies

Autor/inn/en	Herreid, Clyde Freeman; Terry, David R.; Lemons, Paula; Armstrong, Norris; Brickman, Peggy; Ribbens, Eric
Titel	Emotion, Engagement, and Case Studies
Quelle	In: Journal of College Science Teaching, 44 (2014) 1, S.86-95 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Case Studies; Learner Engagement; College Faculty; Program Descriptions; Biology; Large Group Instruction; Audience Response Systems; Emotional Experience; Correlation; Difficulty Level; Thinking Skills; Teaching Methods; Instructional Effectiveness; Pretests Posttests; Cognitive Ability; Multiple Choice Tests; Questioning Techniques; Likert Scales; Student Evaluation of Teacher Performance; Achievement Gains; College Students; Multivariate Analysis + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Fakultät; Biologie; Korrelation; Schwierigkeitsgrad; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Befragungstechnik; Fragetechnik; Likert-Skala; Achievement gain; Leistungssteigerung; Collegestudent; Multivariate Analyse
Abstract	Three college faculty taught large general biology classes using case studies and personal response systems (clickers). Each instructor taught the same eight cases in two different sections, except the questions within the cases differed. In one section the questions were lower order (LO) factual inquiries, and in the other they were largely higher order (HO) application, analysis, or evaluation queries. Students indicated after each case how much they were engaged or emotionally involved in the cases. Cases ranged significantly in both attributes, but for all cases students indicated that they had a higher engagement level than an emotional involvement. There were minor but statistically significant correlations among engagement, emotion, and learning gains. Generally, cases with LO questions evoked greater engagement and emotion than cases with HO questions. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10