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Student and Instructor Perspectives of Voluntary Participation in Large Science Courses.
Student and Instructor Perspectives of Voluntary Participation in Large Science Courses.
상세정보
- 자료유형
- 학위논문
- Control Number
- 0017164676
- International Standard Book Number
- 9798346737261
- Dewey Decimal Classification Number
- 507
- Main Entry-Personal Name
- Nadile, Erika M.
- Publication, Distribution, etc. (Imprint
- [S.l.] : Arizona State University., 2024
- Publication, Distribution, etc. (Imprint
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- Physical Description
- 282 p.
- General Note
- Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
- General Note
- Advisor: Cooper, Katelyn M.;Collins, James P.
- Dissertation Note
- Thesis (Ph.D.)--Arizona State University, 2024.
- Summary, Etc.
- 요약Instructors make many decisions all the time directly impacting students. They commonly make choices around how their students will actively engage in their own learning. A widely used engagement practice is to invite students to voluntarily participate by having them ask or answer questions in small- and large-enrollment science classrooms. However, it is unknown how both students and instructors of largeenrollment science classes perceive the impacts of voluntary participation. Is there alignment between what students and instructors think are the benefits of voluntary participation? Are the benefits actual or perceived? Do benefits outweigh any potential costs? Who benefits? This dissertation provides and integrates findings from three studies regarding both student and instructor perceptions of voluntary participation in largeenrollment science courses at a large research-intensive university. Overall, my findings show that both students and instructors perceive positive and negative aspects of ask and answer, and their views are similar (i.e., both perceive benefits to learning) despite overwhelming evidence that those practices drive participation inequities with little to no evidence that those practices lead directly to learning. This work highlights that making engagement practices more equitable and inclusive, requires a deep investigation of both student and instructor needs and values, especially in spaces that are large, highly intertwined, and are influenced by many external factors simultaneously. The final chapter provides ways in which future research can draw on perception-based work to empirically test the impact of both letting students ask and answer as pedagogical practices in light of what pedagogical practices actually drive student learning.
- Subject Added Entry-Topical Term
- Science education.
- Subject Added Entry-Topical Term
- Pedagogy.
- Index Term-Uncontrolled
- Large courses
- Index Term-Uncontrolled
- Pedagogical decision-making
- Index Term-Uncontrolled
- Science courses
- Index Term-Uncontrolled
- Voluntary participation
- Added Entry-Corporate Name
- Arizona State University Biology
- Host Item Entry
- Dissertations Abstracts International. 86-05A.
- Electronic Location and Access
- 로그인을 한후 보실 수 있는 자료입니다.
- Control Number
- joongbu:656428
MARC
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■00520250211153030
■006m o d
■007cr#unu||||||||
■020 ▼a9798346737261
■035 ▼a(MiAaPQ)AAI31635577
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a507
■1001 ▼aNadile, Erika M.
■24510▼aStudent and Instructor Perspectives of Voluntary Participation in Large Science Courses.
■260 ▼a[S.l.]▼bArizona State University. ▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a282 p.
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-05, Section: A.
■500 ▼aAdvisor: Cooper, Katelyn M.;Collins, James P.
■5021 ▼aThesis (Ph.D.)--Arizona State University, 2024.
■520 ▼aInstructors make many decisions all the time directly impacting students. They commonly make choices around how their students will actively engage in their own learning. A widely used engagement practice is to invite students to voluntarily participate by having them ask or answer questions in small- and large-enrollment science classrooms. However, it is unknown how both students and instructors of largeenrollment science classes perceive the impacts of voluntary participation. Is there alignment between what students and instructors think are the benefits of voluntary participation? Are the benefits actual or perceived? Do benefits outweigh any potential costs? Who benefits? This dissertation provides and integrates findings from three studies regarding both student and instructor perceptions of voluntary participation in largeenrollment science courses at a large research-intensive university. Overall, my findings show that both students and instructors perceive positive and negative aspects of ask and answer, and their views are similar (i.e., both perceive benefits to learning) despite overwhelming evidence that those practices drive participation inequities with little to no evidence that those practices lead directly to learning. This work highlights that making engagement practices more equitable and inclusive, requires a deep investigation of both student and instructor needs and values, especially in spaces that are large, highly intertwined, and are influenced by many external factors simultaneously. The final chapter provides ways in which future research can draw on perception-based work to empirically test the impact of both letting students ask and answer as pedagogical practices in light of what pedagogical practices actually drive student learning.
■590 ▼aSchool code: 0010.
■650 4▼aScience education.
■650 4▼aPedagogy.
■653 ▼aLarge courses
■653 ▼aPedagogical decision-making
■653 ▼aScience courses
■653 ▼aVoluntary participation
■690 ▼a0714
■690 ▼a0456
■71020▼aArizona State University▼bBiology.
■7730 ▼tDissertations Abstracts International▼g86-05A.
■790 ▼a0010
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164676▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
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