ERIC Number: EJ1257045
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1935-3308
EISSN: N/A
Teaching Science to Non-Science Majors: An Action Research Study Using a Learner-Centered, Inquiry-Based Approach
Ervin, Jeremy A.
Journal of Ethnographic & Qualitative Research, v13 n2 p79-91 Win 2018
As a professor teaching general core science courses to non-science majors, I designed a learner-centered, inquiry-based course in order to potentially positively influence science-related attitudes of my students. Through the lens of action research with mixed methodology, I analyzed student attitudes regarding science through the Test of Science-Related Attitudes (TOSRA) and a deductive coding strategy on student narratives obtained throughout the course. A two-tailed t-test determined a significant increase in three of the categories (Social Implications of Science, Normality of Scientists, and Enjoyment of Science Lessons) and decrease in two of the categories (Attitude to Scientific Inquiry and Career Interest in Science). The coded narratives correlated with the increased categories, provided valuable rationale for the decrease in the Attitude to Scientific Inquiry and demonstrated effective use of academic language concerning science. The protocol showed students' ability to achieve a greater conceptual understanding of science along with its impact on their careers and personal decisions.
Descriptors: Science Instruction, Teaching Methods, Nonmajors, Academic Language, Language Usage, College Faculty, Student Centered Learning, Inquiry, Scientific Attitudes, Action Research, Student Attitudes, Vocational Interests, Correlation, Career Choice, Decision Making, Scientific Literacy, Pretests Posttests, Course Descriptions, College Students, Attitude Measures
Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.jeqr.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A