Literaturnachweis - Detailanzeige
| Autor/inn/en | Williams, Ursula J.; Dries, Daniel R. |
|---|---|
| Titel | Supporting Fledgling Scientists: The Importance of Autonomy in a Guided-Inquiry Laboratory Course |
| Quelle | In: Journal of Chemical Education, 99 (2022) 2, S.701-707 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Williams, Ursula J.) ORCID (Dries, Daniel R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9584 |
| DOI | 10.1021/acs.jchemed.1c00835 |
| Schlagwörter | Scientific Literacy; Science Process Skills; Personal Autonomy; Inquiry; Laboratory Training; Cooperative Learning; Student Evaluation; Preferences; Science Instruction; Teaching Methods |
| Abstract | In order to evaluate students' development of scientific competence at the intermediate level, a guided-inquiry course was developed to increase student independence, including opportunities for project ownership and significant collaborative learning expectations. A survey was developed to assess students' experiences learning the scientific process. Students reported increased scientific competence and described autonomy as particularly important to their learning the scientific process. Students also indicated a preference for inquiry-based laboratory learning compared to more prescriptive laboratory environments. (As Provided). |
| Anmerkungen | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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