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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 서양
- 최종처리일시
- 20250211153030
- ISBN
- 9798346737261
- DDC
- 507
- 저자명
- Nadile, Erika M.
- 서명/저자
- Student and Instructor Perspectives of Voluntary Participation in Large Science Courses
- 발행사항
- [Sl] : Arizona State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 282 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
- 주기사항
- Advisor: Cooper, Katelyn M.;Collins, James P.
- 학위논문주기
- Thesis (Ph.D.)--Arizona State University, 2024.
- 초록/해제
- 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.
- 일반주제명
- Science education
- 일반주제명
- Pedagogy
- 키워드
- Large courses
- 키워드
- Science courses
- 기타저자
- Arizona State University Biology
- 기본자료저록
- Dissertations Abstracts International. 86-05A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■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[Sl]▼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.
