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Location:
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KFC Courts |
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Date:
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Tuesday, Aug.02 |
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Time:
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5:15PM - 6:00PM
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Author:
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Mojgan Matloob Haghanikar, Kansas State University
7855327167, mojgan@phys.ksu.edu
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Co-Author(s):
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Sytil Murphy, Dean Zollman
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Abstract:
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As part of a study on the science preparation of elementary school teachers, we compared students' reasoning skills in courses with inquiry-oriented teaching strategies and their counterparts in traditional courses. We devised content questions that are open-ended and probed students' ability of applying recently learned concepts in a new context. Inspired by Bloom's revised taxonomy [1], we designed a rubric to analytically examine students' responses. Our rubric describes seven traits that we consider as the evidence of understanding for which we defined three levels of accomplishment. In this paper we present our analysis of five inquiry-oriented and traditional pairs of classes from five different universities. The classes came from a variety of disciplines. We will also investigate if the differences between the classes are statistically significant.
Supported by National Science Foundation grant ESI-055 4594
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Footnotes:
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L.W. Anderson & D.R. Krathwohl, A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman (2001)
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