dc.contributor.advisor | French, Donald P. | |
dc.contributor.author | Roster, Nicholas Owen | |
dc.date.accessioned | 2013-11-26T08:28:24Z | |
dc.date.available | 2013-11-26T08:28:24Z | |
dc.date.issued | 2006-07 | |
dc.identifier.uri | https://hdl.handle.net/11244/7044 | |
dc.description.abstract | Publications such as Beyond Bio 101, BIO 2010: Transforming Undergraduate Education for Future Research Biologists and College Pathways to the Science Education Standards/ advocate science education reform in higher education institutions, including the use of student-centered pedagogies. While many studies about the effectiveness of such pedagogies have been conducted at universities and four-year colleges, few have been conducted at the community college level, where many students, including many would-be educators, choose to take their introductory science courses. This study investigated whether the same techniques used in universities to increase student attitudes, self-efficacy and science reasoning can also be effective at a small, rural community college. This study used pre and post-tests of student attitudes, self-efficacy and scientific reasoning to determine if inquiry-based learning positively affected each of these parameters. In wholly traditional classes, students' attitudes decreased, self-self-efficacy increased and scientific reasoning was unchanged. In classes with traditional lecture and inquiry labs, attitudes increased, self-efficacy increased and scientific reasoning was unchanged. Finally in a course designed with inquiry lecture and lab components, attitude did not change, self-efficacy increased, and scientific reasoning increased. This provides evidence that inquiry-based teaching can have a positive effect on community college students. It also provides evidence that using three different measures, allows for a more complete picture of the effects of inquiry-based teaching. | |
dc.format | application/pdf | |
dc.language | en_US | |
dc.rights | Copyright is held by the author who has granted the Oklahoma State University Library the non-exclusive right to share this material in its institutional repository. Contact Digital Library Services at lib-dls@okstate.edu or 405-744-9161 for the permission policy on the use, reproduction or distribution of this material. | |
dc.title | Effects of inquiry-based teaching on attitudes, self-efficacy, and science reasoning abilities of students in introductory biology courses at a rural, open-enrollment community college | |
dc.contributor.committeeMember | Shaw, James H. | |
dc.contributor.committeeMember | Carter, Tracy S. | |
dc.contributor.committeeMember | Moseley, Christine | |
osu.filename | Roster_okstate_0664D_1965.pdf | |
osu.accesstype | Open Access | |
dc.type.genre | Dissertation | |
dc.type.material | Text | |
thesis.degree.discipline | Zoology | |
thesis.degree.grantor | Oklahoma State University | |