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Understanding of College Chemistry Instructor's Beliefs on Teaching Chemistry and Influences on Students' Learning and Their Meaning Making in a General Chemistry Class

Title: Understanding of College Chemistry Instructor's Beliefs on Teaching Chemistry and Influences on Students' Learning and Their Meaning Making in a General Chemistry Class.
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Name(s): Saka, Yavuz, author
Davis, Nancy T., professor directing thesis
Gilmer, Penny J., committee member
Gallard, Alejandro J., committee member
Department of Middle and Secondary Education, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2002
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: This study explored a college level chemistry teacher's beliefs of teaching science and her multiple teaching strategies that she used to enhance her students' general chemistry learning in an undergraduate introductory chemistry class. In addition, this study explored students' perceptions of the instructor's method of teaching. This study was conducted by using Guba and Lincoln's (1989) Fourth Generation Evaluation qualitative research procedures, which involved interpretation of the meaning constructions in the setting. In order to ascertain the teacher's beliefs of teaching science and her multiple teaching strategies, data were collected through interviews, observations, exploring the instructor's publications, field notes as well as the course syllabus. Data pertaining to the students were collected through a single interview, observations, one-minute take questions (i.e. a brief after-class question that usually took 1 minute to answer), field notes and the students' personal Web portfolios. The researcher collected the data for a period of 16 weeks and it entailed the evaluation of 84 students' Web portfolios as well as a subsequent rubric that highlighted the students' meaning making toward the use of technology in chemistry class. The results of the study indicate that the teacher believed that traditional approaches to teaching chemistry often made students disinterested in the subject. However, she believed that the use of multiple teaching strategies such as the use of a class Web site, e-mail communication, goal-orientation, and chemistry demonstrations enabled the students to learn chemistry without losing interest. The teacher's goal was to enable the students to make connections between their class learning and real life applications of the class content. Accordingly to the social constructivist paradigm (Guba & Lincoln, 1989), every individual's meaning making cannot be same, even in the same context. The results also revealed the some of the students were not adept to the multiple teaching strategies used by the teachers. Some of the students believed that the teaching style of the teacher was demanding and ineffective because of the bulk of activities in the class. As a result, many students only focused on passing the class, and not on learning the content. On the other hand, some of the students' meaning making and understanding of the course reflected a considerable level of development as the teacher's multiple teaching strategies enhanced their learning and motivation toward science.
Identifier: FSU_migr_etd-2109 (IID)
Submitted Note: A Thesis Submitted to the Department of Middle and Secondary Education in Partial Fulfillment of the Requirements for the Degree of Master of Science.
Degree Awarded: Fall Semester, 2002.
Date of Defense: October 28, 2002.
Keywords: Teaching, Student, College, Chemistry, Influence
Bibliography Note: Includes bibliographical references.
Advisory Committee: Nancy T. Davis, Professor Directing Thesis; Penny J. Gilmer, Committee Member; Alejandro J. Gallard, Committee Member.
Subject(s): Education
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_etd-2109
Owner Institution: FSU

Choose the citation style.
Saka, Y. (2002). Understanding of College Chemistry Instructor's Beliefs on Teaching Chemistry and Influences on Students' Learning and Their Meaning Making in a General Chemistry Class. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-2109