دورية أكاديمية
The Effectiveness of Cooperative Learning in Teaching Quantitative Reasoning with Ternary Diagrams in a Science Class
| العنوان: | The Effectiveness of Cooperative Learning in Teaching Quantitative Reasoning with Ternary Diagrams in a Science Class |
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| اللغة: | English |
| المؤلفون: | Man-Yin Tsang, Lisa Tutty, Carl-Georg Bank |
| المصدر: | Journal of College Science Teaching. 2023 52(7):111-118. |
| الإتاحة: | National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cooperative Learning, Learning Experience, Comprehension, Large Group Instruction, Earth Science, Undergraduate Students, Group Activities, Introductory Courses, College Students, Science Instruction, Visual Aids, Teaching Methods, Instructional Effectiveness, Mathematics Skills, Statistical Analysis, Thinking Skills, Universities, Foreign Countries, Student Experience |
| مصطلحات جغرافية: | Canada (Toronto) |
| تدمد: | 0047-231X 1943-4898 |
| مستخلص: | Quantitative reasoning, although included in most science courses, can be challenging to teach. In this article, we explore whether cooperative learning may help instructors teach quantitative reasoning and enhance students' understanding and learning experience. Our lesson was taught in a large introductory geoscience course. The lesson required the undergraduate students to process geological data, represent the processed data graphically in a ternary diagram, and interpret the results in terms of geological environments. Students were assigned to groups in which they were asked to either work in pairs (experimental group) or individually (control group) on the tasks. Students' performance on questions related to ternary diagrams on the test and their feedback in the evaluation survey indicate that the cooperative approach enhances the ability of freshmen and sophomores to apply the quantitative reasoning they learned to new problems. Most participants prefer learning in a cooperative setting rather than the individual approach. We suggest that cooperative learning can help develop quantitative reasoning in undergraduate science classes. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| URL الوصول: | https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-fall-2023/effectiveness |
| رقم الأكسشن: | EJ1411073 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0047-231X 1943-4898 |
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