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ERIC Number: ED414179
Record Type: Non-Journal
Publication Date: 1997-Oct-3
Pages: 30
Abstractor: N/A
Reference Count: N/A
A Constructivist Approach To Reflective Judgment and Science Literacy in Introductory College Science Instruction.
Carr, Kevin Michael
A traditional introductory college astronomy course was restructured along constructivist lines to better foster a key component of science literacy: critical thinking about problems in science. The restructured course was lecture-free, problem-centered, and collaborative in structure. The Reflective Judgment Framework was used to better understand how the restructured course fostered critical thinking in science. Qualitative data were collected in the form of student interviews, student coursework, researcher field notes, and student learning journals. The students in the restructured course demonstrated significant diversity in their capacity to apply reflective judgment in the context of science. The course was experienced by students very differently as a function of reflective judgment development. It is recommended that introductory courses be restructured along constructivist lines to better foster reflective judgment. (Contains 27 references.) (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A