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Direct linkWallace, Carolyn S.; Tsoi, Mai Yin; Calkin, Jamie; Darley, Marshall – Journal of Research in Science Teaching, 2003
The use of inquiry-based laboratory in college science classes is on the rise. This study investigated how five nonmajor biology students learned from an inquiry-based laboratory experience. Using interpretive data analysis, the five students' conceptual ecologies, learning beliefs, and science epistemologies were explored. Findings indicated that…
Descriptors: Nonmajors, Science Laboratories, Data Analysis, College Science
Peer reviewedDemastes, Sherry S.; And Others – Journal of Research in Science Teaching, 1995
Details two studies: (1) Study A describes a close replication of a Bishop and Anderson study (1990) using the same conceptual-change teaching module to teach a unit on evolution to nonmajor biology students; and (2) Study B used high school students, and the instruction was based on the inquiry approach to science. (28 references) (Author)
Descriptors: Biology, College Students, Evolution, High School Students
Peer reviewedBishop, Beth A.; Anderson, Charles W. – Journal of Research in Science Teaching, 1990
Discussed are the results of a test administered to nonmajor biology students on the topic of natural selection. The description of student conceptions, effects of instruction, and the effects of a belief in evolution are included. (KR)
Descriptors: Beliefs, Biological Influences, Biology, Cognitive Structures
Peer reviewedYount, James R.; Horton, Phillip B. – Journal of Research in Science Teaching, 1992
This study investigated the relationship between factors believed to contribute to the formation of environmental attitudes by college nonscience majors (n=136) attending an environmental studies course. Factors investigated included environmental attitudes, decision defensibility, and the linkage of affective and cognitive domains. Reports that…
Descriptors: Affective Behavior, Cognitive Processes, Educational Research, Environmental Education
