The effects of a constructivist learning environment on student cognition of mechanics and attitude toward science : a case study

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Sherri Andrews (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Samuel Miller

Abstract: The purpose of this project was to examine the effects of a constructivist learning environment on student cognition of mechanics and attitude toward science compared to students enrolled in a traditional lecture course. The constructivist course utilized cooperative grouping and microcomputer-based labs with very little lecture to teach mechanics. Enrollment in the course was limited to women and minorities. Case study methodology was used to collect and analyze the data. The data was both qualitative and quantitative in nature. The qualitative data consisted of formal interviews, copies of course work, a participant observation journal, and video tape of class sessions. Quantitative data consisted of student test scores from a cognitive exam, The Mechanics Baseline Test and an attitude survey, Attitude Toward Science in School Assessment.

Additional Information

Publication
Dissertation
Language: English
Date: 1995
Subjects
Constructivism (Education)
Mechanics $x Study and teaching (Higher)
Science $x Study and teaching (Higher)

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