Reliance to Independence: Approaches to Learning in Peer-Led Undergraduate Science, Technology, Engineering, and Mathematics Workshops

Autor/inn/en	Micari, Marina; Light, Gregory
Titel	Reliance to Independence: Approaches to Learning in Peer-Led Undergraduate Science, Technology, Engineering, and Mathematics Workshops
Quelle	In: International Journal of Science Education, 31 (2009) 13, S.1713-1741 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Research Methodology; Qualitative Research; Phenomenology; Research Universities; College Students; Science Education; Technology Education; Engineering Education; Mathematics Education; Interviews; Learning Strategies; Student Attitudes; Peer Teaching; United States + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Forschungseinrichtung; Collegestudent; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Mathematische Bildung; Interviewing; Interviewtechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Peer group teaching; Peer Group Teaching; USA
Abstract	The phenomenographic "approach to learning" literature holds that students' approaches to learning can change depending on the learning context. This implies that, by modifying the learning context, teachers can change the way students approach learning, and this can ultimately lead to a change in learning outcomes. The study presented here examines one effort to modify a science, technology, engineering, and mathematics (STEM) learning context and the approaches to learning taken by students experiencing this environment. Using a qualitative, phenomenographic approach, we interviewed 45 students in a STEM peer-led workshop programme at a large US research university. Similar to previous approach-to-learning research, the study identified three approaches students took to learning in the peer-led programme, in which they focused on simply making it through the course, engaging more meaningfully with the material, and gaining better control over their own learning. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10