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首页> 外文学位 >Examining the effects of technology-enhanced, inquiry-based laboratories on graphing skills, content knowledge, science reasoning ability and attitudes of community college chemistry students.
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Examining the effects of technology-enhanced, inquiry-based laboratories on graphing skills, content knowledge, science reasoning ability and attitudes of community college chemistry students.

机译：研究基于技术的，基于探究的实验室对社区大学化学系学生的绘画技能，内容知识，科学推理能力和态度的影响。

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摘要

This study investigated the effects of inquiry-based technology-enhanced, laboratories with the use of Microcomputer Based Laboratory (MBL) activities on graphing skills, content knowledge, science reasoning skills, and attitudes of introductory general chemistry community college students. The study employed a quasi-experimental pretest posttest comparison and treatment group design. The treatment group received a MBL technology. Inquiry-based laboratory activities were used for each. Four major research questions were explored in my study. The following instruments were used: the Modified Lawson Test of Scientific Reasoning; the Test of Graphing in Science (TOGS); the modified laboratory instrument ("Behavior of Gases" and "Lights, Color and Absorption" with accompanies content questions, validated by a panel of chemists, as well as an attitude survey. Mean scores from the Lawson, TOGS, Behavior of Gases and Lights, Color and Absorption labs, content knowledge questions were analyzed using t-tests to determine if a statistical significance exists between their mean scores. Basic statistics were used to analyze the attitude survey.;The results from the Lawson revealed that students' mean score performance were not statistically significant between treatment and comparison groups. The t-test results indicated that each group had similar reasoning ability. The TOGS t-test results revealed that the mean scores were not statistically significant between each group. The results suggest that each group had similar graphing abilities. However, significant differences in the mean scores were found on their performance for the "Behavior of Gases" and "Lights, Color and Absorption" laboratories. Conducting a follow-up assessment of content knowledge for Behavior of Gases and Lights, Color and Absorption, revealed that no statistically significant difference exists on their mean scores, suggesting that though treatment students' performance was improved in the laboratory by using MBL; their content knowledge did not increase. Each group was positive about the use of technology.
机译：这项研究调查了基于查询的技术增强型实验室，使用基于微机的实验室（MBL）活动对绘图技能，内容知识，科学推理能力以及入门级普通化学社区大学生态度的影响。该研究采用了准实验前测试后测试比较和治疗组设计。治疗组接受了MBL技术。每个实验室均使用基于查询的实验室活动。在我的研究中探讨了四个主要的研究问题。使用了以下工具：科学推理的修正Lawson检验；科学制图测试（TOGS）；修改后的实验室仪器（“气体的行为”和“光，颜色和吸收”，伴随着内容问题，由化学家小组进行了验证以及态度调查。Lawson，TOGS，气体和光的行为得到了平均分） ，颜色和吸收实验室，内容知识问题通过t检验进行分析，以确定平均得分之间是否存在统计显着性；基本统计数据用于分析态度调查； Lawson的结果表明，学生的平均得分表现治疗组和比较组之间的统计学差异无统计学意义； t检验结果表明各组具有相似的推理能力； TOGS t检验结果表明各组之间的平均得分无统计学意义。相似的绘图能力。但是，在“气体行为”和“假发”的表现上，平均得分存在显着差异hts，“颜色和吸收”实验室。对气体和光的行为，颜色和吸收的内容知识进行了后续评估，发现他们的平均分数没有统计学上的显着差异，这表明尽管通过使用MBL可以提高治疗学生在实验室的表现；他们的内容知识没有增加。每个小组都对技术的使用持肯定态度。

著录项

  • 作者

    Dantley, Scott Jackson.;

  • 作者单位

    University of Maryland, College Park.;

  • 授予单位 University of Maryland, College Park.;
  • 学科 Science education.;Community college education.;Curriculum development.
  • 学位 Ph.D.
  • 年度 1999
  • 页码 226 p.
  • 总页数 226
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:48:23

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