Literaturnachweis - Detailanzeige
| Autor/inn/en | Haave, Neil; Keus, Kelly; Simpson, Tonya |
|---|---|
| Titel | A Learning Philosophy Assignment Positively Impacts Student Learning Outcomes |
| Quelle | In: Collected Essays on Learning and Teaching, 11 (2018), S.42-64 (23 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2368-4526 |
| Schlagwörter | Outcomes of Education; Philosophy; Assignments; Intellectual Development; Biology; Biochemistry; Cognitive Development; Mastery Tests; Pretests Posttests; Student Surveys; Mixed Methods Research; Instructional Effectiveness; Undergraduate Students; Foreign Countries; Canada |
| Abstract | This study analyzed the effect of a learning philosophy assignment on students' intellectual development and mastery of first-year biology and second-year biochemistry course content. We used pre- and post-surveys to assess students' cognitive complexity, and compared students' midterm and final exam marks to assess mastery of course content. The learning philosophy assignment rescued students in the biology course from a decrease in cognitive complexity. Additionally, second-year students were rescued from performing poorly on the biochemistry final exam relative to the midterm, and also showed increases in cognitive complexity. These results suggest that a learning philosophy assignment may be an effective way of engaging students in metacognition of their learning to promote their intellectual development and mastery of course material. (As Provided). |
| Anmerkungen | Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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