Literaturnachweis - Detailanzeige
| Autor/inn/en | Clary, Renee M.; Wandersee, James H. |
|---|---|
| Titel | A Mixed Methods Analysis of the Effects of an Integrative Geobiological Study of Petrified Wood in Introductory College Geology Classrooms |
| Quelle | In: Journal of Research in Science Teaching, 44 (2007) 8, S.1011-1035 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4308 |
| DOI | 10.1002/tea.20178 |
| Schlagwörter | Experimental Groups; Control Groups; Introductory Courses; College Students; Mineralogy; Pretests Posttests; Earth Science; Curriculum Development; Academic Achievement; Unified Studies Curriculum; Biology; Instructional Effectiveness; Methods Research |
| Abstract | Mixed methods research conducted across three semesters in introductory college geology classes (n=187, 190, 138) attempted to ascertain whether integrated study of petrified wood could serve as a portal to improved student geobiological understanding of fossilization, geologic time, and evolution. The Petrified Wood Survey[TM] was administered as a preinstructional and postinstructional assessment in control and experimental classes; the experimental class received integrated petrified wood instruction. Paired t tests of differences in students' pre- and postinstructional scores for control and experimental groups revealed significance ([alpha]= 0.05, effect size = 0.79, confidence interval 0.56-1.01). The students with integrative study showed greater knowledge gains about petrified wood's abundance, properties, nature, location, and geologic time. However, understanding of fossilization geochemistry remained problematic for both groups. The Petrified Wood Survey[TM] is appended. (Contains 9 tables and 2 figures.) (Author). |
| Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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