Factors that promote success in large enrollment ...
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Factors that promote success in large enrollment general chemistry courses taught with clickers
Factors that promote success in large enrollment general chemistry courses taught with clickers
Name:Personal
MacArthur, James Richard Role :Text(marcrelator)
creator
MacArthur, James Richard Role :Text(marcrelator)
creator
Name:Personal
Loretta, Jones Role :Text(marcrelator)
thesis advisor
Loretta, Jones Role :Text(marcrelator)
thesis advisor
Name:Personal
Suits, Jerry Role :Text
committee member
Suits, Jerry Role :Text
committee member
Name:Personal
Schreck, James Role :Text
committee member
Schreck, James Role :Text
committee member
Name:Personal
Pulos, Steven Role :Text
committee member
Pulos, Steven Role :Text
committee member
Name:Personal
Asirvatham, Margaret Role :Text
committee member
Asirvatham, Margaret Role :Text
committee member
Name:Corporate
Chemistry Role :Text(marcrelator)
sponsor
Chemistry Role :Text(marcrelator)
sponsor
Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor
University of Northern Colorado Role :Text(marcrelator)
degree grantor
typeOfResource
text genre(marcgt)
Thesis
Origin Information
Place
:Text
Greeley (Colo.)
University of Northern Colorado (keyDate="yes")
2010-05
2010-05
Greeley (Colo.)
University of Northern Colorado (keyDate="yes")
2010-05
2010-05
Language
:Text
English
English
Physical Description
241 pages
born digital
241 pages
born digital
abstract
The environment of a large (>300) enrollment first semester general chemistry course taught with clickers was characterized by statistical analysis of historical data, as well as through classroom observations and interviewing of professors and students. Four professors with experience teaching chemistry courses with clickers at this university were selected through purposeful sampling and interviewed. A total of 23 classroom observations were conducted. Data was collected from eleven students through interviews, emails, and focus groups. At the conclusion of the interview, students were categorized as field dependent, field intermediate, or field independent using a hidden figure test. Focus groups were assigned to represent one primarily field dependent group and one primarily field independent group. Interview, email, and focus group transcripts were analyzed until a theory of student interactions emerged. Student interactions are self-assembled, and the success of these interactions seems to be driven by the behavior of resonators: students who move throughout the classroom seeking interactions which maximize student learning. note
Subject
Clickers
Field Dependence
General Chemistry
Large-enrollment classrooms
Social Constructivism
Student Collaboration
Clickers
Field Dependence
General Chemistry
Large-enrollment classrooms
Social Constructivism
Student Collaboration
Related Item
:series
Related Item
:thesis(displayLabel="Degree Type")
doctoral
doctoral
Related Item
:thesis(displayLabel="Degree Name")
Ph.D.
Ph.D.
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http://hdl.handle.net/10176/cogru:348
http://hdl.handle.net/10176/cogru:348
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Copyright is held by the author.
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languageOfCataloging
:Text(ISO639-2B)
English :Code(ISO639-2B)
eng
English :Code(ISO639-2B)
eng
note:admin
note:bibliography
note:thesis(displayLabel="Degree Type")
PhD note:thesis(displayLabel="Degree Name")
doctoral
Subject
Subject
Subject
Name:Personal
Subject
Name:Corporate
Subject
identifier:Local
accessCondition:restrictionOnAccess
Title Information:Alternative