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Learning science is complex and difficult for many students and their understanding of science concepts and processes may be inaccurate or lacking. In an effort to improve the science achievement of underprepared students enrolled in a general science course, an integrative instructional model, Dimensions of Learning was used. Since acquiring and integrating knowledge (Dimension 2) and extending and refining knowledge (Dimension 3) are very important, these components of the model were emphasized. Selected strategies of these two components were used to teach an interdisciplinary science unit on the chemical basis of life for a 4-week period. The control group received the same science content instruction as the experimental group. The study, conducted at an historically black university, investigated whether the two components of the Dimensions of Learning improve the science achievement of the underprepared college students (n=27). No statistically significant difference in the science achievement of these students was found at 0.05 level, however an effect size of 0.69 SD indicated that students benefited from the selected strategies of the learning model. The results are encouraging since these strategies could easily be used for improving undergraduate science instruction. Contains the test, a student data card, and 41 references. (Author/ZWH)

Descriptors: Academic Achievement, Black Colleges, Classroom Research, College Preparation, College Science, College Students, Effect Size, High Schools, Higher Education, Science Achievement, Science Education, Scientific Concepts, Undergraduate Study











Autor: Dujari, Anuradha Sodhani

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11219&id=ED379158







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