NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ963593
Record Type: Journal
Publication Date: 2011-May
Pages: 11
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0047-231X
Student Performances in Various Learning Protocols
Gregorius, Roberto
Journal of College Science Teaching, v40 n5 p85-95 May 2011
A comparison was made between students' overall performance, as measured by overall grade, in different teaching and learning protocols: (1) traditional textbook and lecture along with standard examinations; (2) lectures with online augmentation and PowerPoint lecture notes along with standard examinations; (3) similar to "(2)" but with modified examinations, 30% of which were questions designed to check students' conceptual learning; (4) similar to "(2)" but with modified examinations, 60% of which were questions designed to check students' conceptual learning; and (5) Flash-based self-guided inquiry and group learning, classroom group discussion, and modified examinations (60% concept). The data gathered indicate that students' conceptual learning is enhanced by the self-guided inquiry eBook and group discussion protocol. (Contains 1 table and 4 figures.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas