Conceptual Change in the Undergraduate Biology Teaching Laboratory : A "Type Specimen" Case Study / Dorothy A. Jones and David C. Eichinger.

This paper introduces the biology laboratory as a learning project. Biology laboratories provide unique learning opportunities to students as traditional achievement outcome measures, and play an important role in the development of process skills, manual skills, and attitudes. However, there is ins...

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Bibliographic Details
Main Authors: Jones, Dorothy A.
Eichinger, David C. (Author)
Language:English
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 1998.
Subjects:
Biology.
Conflict Resolution.
Epistemology.
Experiential Learning.
Hands on Science.
Higher Education.
Inquiry.
Misconceptions.
Science Laboratories.
Scientific Principles.
Skill Development.
Undergraduate Study.
Conceptual Change
Reports, Research.
Speeches/Meeting Papers.
Genre:
Reports, Research.
Speeches/Meeting Papers.
Physical Description:31 pages
Format: Microfilm Book
Description
Summary:
This paper introduces the biology laboratory as a learning project. Biology laboratories provide unique learning opportunities to students as traditional achievement outcome measures, and play an important role in the development of process skills, manual skills, and attitudes. However, there is insufficient data on undergraduate students majoring in biology. The biology laboratory learning project aims to provide detailed data on undergraduate biology students, their interactions with peers and teaching assistants, and their learning. (Contains 39 references.) (YDS)
Note:Availability: For full text: http://www.narst.org.
ERIC Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (San Diego, CA, April 19-22, 1998).
Microform.
Call Number:ED446925 Microfiche
Reproduction Note:
Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.