ERIC Number: ED465628
Record Type: RIE
Publication Date: 2002-Jan
Curriculum by Design: Improving Student Learning in College Chemistry and Biology.
Bleicher, Robert E.; Romance, Nancy; Haky, Jerome
It is well documented that college students arrive poorly prepared to succeed in science and mathematics courses. Reasons for this include: (1) lack of student conceptual understanding in science; (2) inability to think critically; (3) little interest in science; and (4) a lack of self-discipline and study skills. The purpose of this paper is to demonstrate that if a Curriculum Design Model (CDM) is applied to course curriculum and instruction, then college students will be able to understand the basic concepts underlying important science topics. Further, the effectiveness of the CDM can be tested in the form of improved student conceptual understanding, achievement and course retention. It is postulated that when students are given the opportunity to construct their own conceptual understanding, there is an increase in their motivation and interest in science. (Contains 26 references.) (MVL)
Descriptors: Academic Achievement, Biology, Chemistry, Curriculum Design, Higher Education, Program Effectiveness, Science Instruction, Success
For full text: http://aets.chem.pitt.edu.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Charlotte, NC, January 10-13, 2002); see SE 066 324.