A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level
- 出版日期：2007.
- 页数：1 online resource.
- 第一责任说明：Stacey A. Hundley
- 分类号：a954
- ISBN：9780549299998(e-book) :
MARC全文
62h0052069 20140224103012.0 cr an |||||||| 140221s2007 a fsbm |000|0 eng | 3286820 9780549299998(e-book) : CNY371.35 NGL eng NGL a954 Hundley, Stacey A. A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level [electronic resource] / Stacey A. Hundley 2007. 1 online resource. Description based on online resource; title from title page (viewed Nov. 1, 2013). Thesis (Ph.D.)--The Ohio State University, 2007. Includes bibliographical references. In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between the groups based on the student outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture teaching methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level. Lecture method in teaching. ; Geology ; Undergraduates Active learning. ; Attitudes. Electronic dissertations local. aInternet resource. aCN b010001 http://pqdt.bjzhongke.com.cn/Detail.aspx?pid=bygZGoyQFoM%3d 010001 Bs2911 rCNY371.35 ; h1 bs1401