Pub Date : 2018-01-31DOI: 10.20429/IJSOTL.2018.120109
Allen A. Espinosa, Janir T. Datukan, Benilda R. Butron, Anna Danica C. Tameta
The present study determined the perceptions of pre-service teachers on utilizing productive lesson study as a framework in teaching high school chemistry. Participants of the study were thirty (30) junior pre-service chemistry teachers from a state-funded teacher education institution in Manila, Philippines. Participants were exposed to a training-workshop on lesson study and productive pedagogy prior to getting their perception. Lesson study is a form of collaborative lesson planning while productive pedagogy is a framework for evaluating effectiveness of a teaching strategy based on intellectual quality, connectedness, recognition of difference and supportive classroom environment. Results of the study indicated that although most of the participants agreed to utilize the framework, most of them did not grasp the essential process of productive lesson study. On the other hand, all of them agreed that the framework will help improve the teaching skills of teachers and will therefore result to a greater achievement in chemistry among students. Disadvantages that they foresee in the framework include time element and exclusivity. The productive lesson study process will take much of their time and that formulated research lessons might be exclusive only to a group of students and may not be applicable to all.
{"title":"Perceptions of pre-service chemistry teachers on the utilization of productive lesson study as a framework for teaching and learning","authors":"Allen A. Espinosa, Janir T. Datukan, Benilda R. Butron, Anna Danica C. Tameta","doi":"10.20429/IJSOTL.2018.120109","DOIUrl":"https://doi.org/10.20429/IJSOTL.2018.120109","url":null,"abstract":"The present study determined the perceptions of pre-service teachers on utilizing productive lesson study as a framework in teaching high school chemistry. Participants of the study were thirty (30) junior pre-service chemistry teachers from a state-funded teacher education institution in Manila, Philippines. Participants were exposed to a training-workshop on lesson study and productive pedagogy prior to getting their perception. Lesson study is a form of collaborative lesson planning while productive pedagogy is a framework for evaluating effectiveness of a teaching strategy based on intellectual quality, connectedness, recognition of difference and supportive classroom environment. Results of the study indicated that although most of the participants agreed to utilize the framework, most of them did not grasp the essential process of productive lesson study. On the other hand, all of them agreed that the framework will help improve the teaching skills of teachers and will therefore result to a greater achievement in chemistry among students. Disadvantages that they foresee in the framework include time element and exclusivity. The productive lesson study process will take much of their time and that formulated research lessons might be exclusive only to a group of students and may not be applicable to all.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116956609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-31DOI: 10.20429/IJSOTL.2018.120103
J. Miller-Young, M. Yeo, K. Manarin
Faculty members from five years of an annual Scholarship of Teaching and Learning (SoTL) development program were invited to participate in a study about the impact of SoTL on their teaching, scholarship, and career trajectory. During semi-structured interviews, many expressed feeling discomfort during their journey into SoTL. A qualitative analysis using the constant comparison method showed that this discomfort was sometimes due to contrasts between SoTL and their discipline’s epistemology, as well as challenges to their identity as a teacher, researcher, and a colleague. We conclude with suggestions for how faculty development and multidisciplinary SoTL communities of practice can be planned and managed.
{"title":"Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program","authors":"J. Miller-Young, M. Yeo, K. Manarin","doi":"10.20429/IJSOTL.2018.120103","DOIUrl":"https://doi.org/10.20429/IJSOTL.2018.120103","url":null,"abstract":"Faculty members from five years of an annual Scholarship of Teaching and Learning (SoTL) development program were invited to participate in a study about the impact of SoTL on their teaching, scholarship, and career trajectory. During semi-structured interviews, many expressed feeling discomfort during their journey into SoTL. A qualitative analysis using the constant comparison method showed that this discomfort was sometimes due to contrasts between SoTL and their discipline’s epistemology, as well as challenges to their identity as a teacher, researcher, and a colleague. We conclude with suggestions for how faculty development and multidisciplinary SoTL communities of practice can be planned and managed.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131279747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-31DOI: 10.20429/IJSOTL.2018.120110
Rebecca Glover, Nicholas B. Hammond, Justin Smith, Dalyana Guerra
Peer-led team learning (PLTL), specifically the model known as ‘Workshops’, has been shown to contribute positively and significantly to student success in STEM courses across subjects (Gosser et al., 2001). Our research adds to the SOTL literature describing the effectiveness of Workshops by reporting on the changes in student leaders. We examine the level to which leaders acquired new skills in effective teaching and describe the pedagogical interactions in the groups they led as a result of the combination of training and experience facilitating first-year Calculus Workshop sections. This was a semester-long study on twenty-two Workshop leaders for two multi-section, introductory calculus courses at a small research university. Our method is a novel overlay of two metrics that allows, with some forethought, a robust analysis of Workshop leader outcomes that would complement any assessment of PLTL implementation faculty might choose to undertake.
同伴领导的团队学习(PLTL)，特别是被称为“工作坊”的模式，已被证明对学生在STEM课程中的跨学科成功做出了积极而显著的贡献(Gosser et al.， 2001)。我们的研究增加了SOTL文献，通过报告学生领袖的变化来描述研讨会的有效性。我们考察了领导者在有效教学中获得新技能的水平，并描述了他们领导的小组中的教学互动，这是培训和经验相结合的结果，促进了第一年的微积分研讨会部分。这是在一所小型研究型大学进行的为期一个学期的研究，涉及22名Workshop负责人的两个多部分微积分入门课程。我们的方法是两个度量标准的新颖叠加，通过一些预先考虑，可以对研讨会领导者的结果进行强有力的分析，这将补充教师可能选择进行的任何PLTL实施评估。
{"title":"Assessing Peer Leader Skill Acquisition and Group Dynamics in a First-Year Calculus Course","authors":"Rebecca Glover, Nicholas B. Hammond, Justin Smith, Dalyana Guerra","doi":"10.20429/IJSOTL.2018.120110","DOIUrl":"https://doi.org/10.20429/IJSOTL.2018.120110","url":null,"abstract":"Peer-led team learning (PLTL), specifically the model known as ‘Workshops’, has been shown to contribute positively and significantly to student success in STEM courses across subjects (Gosser et al., 2001). Our research adds to the SOTL literature describing the effectiveness of Workshops by reporting on the changes in student leaders. We examine the level to which leaders acquired new skills in effective teaching and describe the pedagogical interactions in the groups they led as a result of the combination of training and experience facilitating first-year Calculus Workshop sections. This was a semester-long study on twenty-two Workshop leaders for two multi-section, introductory calculus courses at a small research university. Our method is a novel overlay of two metrics that allows, with some forethought, a robust analysis of Workshop leader outcomes that would complement any assessment of PLTL implementation faculty might choose to undertake.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121801859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-31DOI: 10.20429/IJSOTL.2018.120104
Richard J. Fendler, Michael C. Yates, Johnathan M. Godbey
This research introduces a unique multiple choice exam design to observe and measure the degree to which students copy answers from their peers. Using data collected from the exam, an empirical experiment is conducted to determine whether random seat assignment deters cheating relative to a control group of students allowed to choose their seats. Empirical results demonstrate a significant decline in measured cheating within the assigned seating sample. This study contributes to the literature by providing a measurement of actual cheating frequency among students, as opposed to relying on reported cheating in anonymous surveys, and by demonstrating that an easily implemented deterrent can significantly reduce instances of cheating.
{"title":"Observing and Deterring Social Cheating on College Exams","authors":"Richard J. Fendler, Michael C. Yates, Johnathan M. Godbey","doi":"10.20429/IJSOTL.2018.120104","DOIUrl":"https://doi.org/10.20429/IJSOTL.2018.120104","url":null,"abstract":"This research introduces a unique multiple choice exam design to observe and measure the degree to which students copy answers from their peers. Using data collected from the exam, an empirical experiment is conducted to determine whether random seat assignment deters cheating relative to a control group of students allowed to choose their seats. Empirical results demonstrate a significant decline in measured cheating within the assigned seating sample. This study contributes to the literature by providing a measurement of actual cheating frequency among students, as opposed to relying on reported cheating in anonymous surveys, and by demonstrating that an easily implemented deterrent can significantly reduce instances of cheating.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117137974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-31DOI: 10.20429/IJSOTL.2018.120107
T. Maurer, Cassidy Keim
This study presents a three-year replication and extension of Maurer’s (2013) evaluation of a classroom activity to reduce prejudice and discrimination. Students in six sections of an introductory family science course were assigned to one of three conditions and one of two target marginalized groups for a 3x2 design. Results differed significantly from those reported by Maurer (2013), and suggested that all three methods tested were equally effective in reducing prejudice and discrimination and that such changes were lasting. Additionally, a student participant served as a co-inquirer on this project, and her reflections on the process are included.
{"title":"Teaching about prejudice with a Bogardus Social Distance Scale activity: Replication and extension","authors":"T. Maurer, Cassidy Keim","doi":"10.20429/IJSOTL.2018.120107","DOIUrl":"https://doi.org/10.20429/IJSOTL.2018.120107","url":null,"abstract":"This study presents a three-year replication and extension of Maurer’s (2013) evaluation of a classroom activity to reduce prejudice and discrimination. Students in six sections of an introductory family science course were assigned to one of three conditions and one of two target marginalized groups for a 3x2 design. Results differed significantly from those reported by Maurer (2013), and suggested that all three methods tested were equally effective in reducing prejudice and discrimination and that such changes were lasting. Additionally, a student participant served as a co-inquirer on this project, and her reflections on the process are included.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117229524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-31DOI: 10.20429/IJSOTL.2018.120106
P. Golden
Relevance stimulates passion and perseverance. Students who believe the course material is relevant to their lives will pay attention, be intrinsically motivated, and begin to see the transferability and application of content skills to other disciplines. Content skills refer to the knowledge, threshold concepts, and attitudes required to succeed in a specific discipline. Relevance of content skills increases student success. While the professor as disciplinary expert readily sees the importance of the subject matter and skill set, students do not always grasp how the class’ intended learning outcomes will benefit them after course completion, especially in the General Education courses, courses that provide a foundation for a student’s academic career. The responsibility of meaning-making is in the hands of the students. No amount of teacher-centered instruction will give that epiphany to the students, rather students must recognize the connections themselves. Student-centered learning approaches involving such active learning techniques as problem-based learning, inquiry-based learning, and case-based learning place the meaning-making in the hands of the student and have thus become the preferred approach within such fields as medical, legal, and military studies. These learning techniques utilize hypothetical but realistic scenarios to encourage students to explore the subject in context of a real-world situation. Rarely are such strategies seen in General Education (Gen Ed) courses, however. An assignment involving a realistic or authentic situation that a practitioner in the field is likely to face in the workplace makes sense as a teaching tool to a pre-med student, but not as obvious a tool for students in Gen Ed courses. Given the customization opportunities of these assignments and the breadth of skills honed during the activity process, the inclusion of such techniques could benefit students taking Gen Ed courses. Given the success of this study, which was to determine the effectiveness of using authentic projects to master the course’s intended learning outcomes, the purpose of this article is to promote the use of authentic projects in General Education courses.
{"title":"Contextualized Writing: Promoting Audience-Centered Writing through Scenario Based Learning","authors":"P. Golden","doi":"10.20429/IJSOTL.2018.120106","DOIUrl":"https://doi.org/10.20429/IJSOTL.2018.120106","url":null,"abstract":"Relevance stimulates passion and perseverance. Students who believe the course material is relevant to their lives will pay attention, be intrinsically motivated, and begin to see the transferability and application of content skills to other disciplines. Content skills refer to the knowledge, threshold concepts, and attitudes required to succeed in a specific discipline. Relevance of content skills increases student success. While the professor as disciplinary expert readily sees the importance of the subject matter and skill set, students do not always grasp how the class’ intended learning outcomes will benefit them after course completion, especially in the General Education courses, courses that provide a foundation for a student’s academic career. The responsibility of meaning-making is in the hands of the students. No amount of teacher-centered instruction will give that epiphany to the students, rather students must recognize the connections themselves. Student-centered learning approaches involving such active learning techniques as problem-based learning, inquiry-based learning, and case-based learning place the meaning-making in the hands of the student and have thus become the preferred approach within such fields as medical, legal, and military studies. These learning techniques utilize hypothetical but realistic scenarios to encourage students to explore the subject in context of a real-world situation. Rarely are such strategies seen in General Education (Gen Ed) courses, however. An assignment involving a realistic or authentic situation that a practitioner in the field is likely to face in the workplace makes sense as a teaching tool to a pre-med student, but not as obvious a tool for students in Gen Ed courses. Given the customization opportunities of these assignments and the breadth of skills honed during the activity process, the inclusion of such techniques could benefit students taking Gen Ed courses. Given the success of this study, which was to determine the effectiveness of using authentic projects to master the course’s intended learning outcomes, the purpose of this article is to promote the use of authentic projects in General Education courses.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131187803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-31DOI: 10.20429/IJSOTL.2018.120111
R. Clark, A. Kaw, Yingyan Lou, Andrew Scott, M. Besterfield-Sacre
1Department of Industrial Engineering, University of Pittsburgh, Pittsburgh, PA 15260, USA 2Department of Mechanical Engineering, University of South Florida, Tampa, FL 33620, USA 3School of Sustainable Engineering and the Built Environment, Arizona State University, Tempe, AZ 85281, USA 4Department of Electrical Engineering, Alabama A&M University, Normal, AL 35762, USA 5Department of Industrial Engineering, University of Pittsburgh, Pittsburgh, PA 15260, USA
{"title":"Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools","authors":"R. Clark, A. Kaw, Yingyan Lou, Andrew Scott, M. Besterfield-Sacre","doi":"10.20429/IJSOTL.2018.120111","DOIUrl":"https://doi.org/10.20429/IJSOTL.2018.120111","url":null,"abstract":"1Department of Industrial Engineering, University of Pittsburgh, Pittsburgh, PA 15260, USA 2Department of Mechanical Engineering, University of South Florida, Tampa, FL 33620, USA 3School of Sustainable Engineering and the Built Environment, Arizona State University, Tempe, AZ 85281, USA 4Department of Electrical Engineering, Alabama A&M University, Normal, AL 35762, USA 5Department of Industrial Engineering, University of Pittsburgh, Pittsburgh, PA 15260, USA","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133946533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-20DOI: 10.20429/ijsotl.2017.110208
C. Howard, Melissa Adams-Budde, J. Myers, G. D. Jolliff
The purpose of this study was to examine the ways in which literacy histories and present literacy experiences of doctoral students shaped their literacy identities. Data were collected through surveys, interviews, and visual identity representations. This paper focuses on the literacy stories of two doctoral students with positive literacy identities. Findings suggest that participants valued literacy as a social learning experience from an early age through higher education. These social experiences with reading and writing can take many forms and can be embraced in various home and school contexts. Additionally, these findings highlight the need for schools to create and nurture such experiences across all grade levels, through multiple forums, which may lead to positive literacy identities.
{"title":"Shaping our literate lives: Examining the role of literacy experiences in shaping positive literacy identities of doctoral students","authors":"C. Howard, Melissa Adams-Budde, J. Myers, G. D. Jolliff","doi":"10.20429/ijsotl.2017.110208","DOIUrl":"https://doi.org/10.20429/ijsotl.2017.110208","url":null,"abstract":"The purpose of this study was to examine the ways in which literacy histories and present literacy experiences of doctoral students shaped their literacy identities. Data were collected through surveys, interviews, and visual identity representations. This paper focuses on the literacy stories of two doctoral students with positive literacy identities. Findings suggest that participants valued literacy as a social learning experience from an early age through higher education. These social experiences with reading and writing can take many forms and can be embraced in various home and school contexts. Additionally, these findings highlight the need for schools to create and nurture such experiences across all grade levels, through multiple forums, which may lead to positive literacy identities.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116862920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-20DOI: 10.20429/IJSOTL.2017.110209
Carla M. Ghanem
Cultural awareness and intercultural competence (IC) of students in foreign language (FL) instruction have been widely examined (e.g. Byram, 1997; Belz, 2002). The importance of the FL teacher in aiding students’ IC development is less extensively researched, however. Author (2014), Kohler (2015), Sercu et al. (2005) and Sercu (2006) are a few exceptions. The purpose of this study is to shed light on graduate student instructors’ (GSIs) perspective of understanding IC and its incorporation into FL courses. Eight GSIs of German at a large US university participated in this qualitative study, which addresses the struggles that these instructors encounter when attempting to understand and teach IC. Findings show that the GSIs do not fully comprehend the term of IC and hence have difficulty including IC in the classroom. This has implications for teacher training and professional development.
在外语教学中，学生的文化意识和跨文化能力(IC)得到了广泛的研究(如Byram, 1997;茨,2002)。然而，外语教师在帮助学生智能发展方面的重要性却没有得到广泛的研究。Author(2014)、Kohler(2015)、Sercu et al.(2005)和Sercu(2006)是少数例外。本研究的目的是阐明研究生导师(gsi)理解IC及其融入外语课程的观点。美国一所大型大学的八名德语gsi参与了这项定性研究，该研究解决了这些教师在试图理解和教授IC时遇到的困难。研究结果表明，gsi并不完全理解IC的术语，因此在课堂上包括IC方面存在困难。这对教师培训和专业发展有影响。
{"title":"Teaching Intercultural Communicative Competence: The Perspective of Foreign Language Graduate Student Instructors","authors":"Carla M. Ghanem","doi":"10.20429/IJSOTL.2017.110209","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110209","url":null,"abstract":"Cultural awareness and intercultural competence (IC) of students in foreign language (FL) instruction have been widely examined (e.g. Byram, 1997; Belz, 2002). The importance of the FL teacher in aiding students’ IC development is less extensively researched, however. Author (2014), Kohler (2015), Sercu et al. (2005) and Sercu (2006) are a few exceptions. The purpose of this study is to shed light on graduate student instructors’ (GSIs) perspective of understanding IC and its incorporation into FL courses. Eight GSIs of German at a large US university participated in this qualitative study, which addresses the struggles that these instructors encounter when attempting to understand and teach IC. Findings show that the GSIs do not fully comprehend the term of IC and hence have difficulty including IC in the classroom. This has implications for teacher training and professional development.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126434470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-20DOI: 10.20429/IJSOTL.2017.110214
Andrew G. Karatjas, Jeffrey A. Webb
The Kruger-Dunning effect was studied as it related to performance in chemistry courses based on student differences in academic background. Student major was chosen as the classification to look at the effect of students with different interests/specializations. Chemistry majors tended to predict lower performance than biology majors, while unexpectedly many non-natural science majors predicted higher examination scores than those majoring in the physical sciences.
{"title":"The Role of Student Major in Grade Perception in Chemistry Courses","authors":"Andrew G. Karatjas, Jeffrey A. Webb","doi":"10.20429/IJSOTL.2017.110214","DOIUrl":"https://doi.org/10.20429/IJSOTL.2017.110214","url":null,"abstract":"The Kruger-Dunning effect was studied as it related to performance in chemistry courses based on student differences in academic background. Student major was chosen as the classification to look at the effect of students with different interests/specializations. Chemistry majors tended to predict lower performance than biology majors, while unexpectedly many non-natural science majors predicted higher examination scores than those majoring in the physical sciences.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133321443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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