Detail INSTRUCTOR VARIABLES, STUDENT VARIABLES, AND CLASS SESSION ENVIRONMENT VARIABLES: DESCRIBING THEIR RELATIONSHIP TO STUDENT COGNITION DURING CLASS SESSIONS Bibliografi Author: Foster, Daniel D. ; Whittington, M. Susie (Advisor) Bahasa: (EN )     Penerbit: Ohio State University     Tempat Terbit: Ohio    Tahun Terbit: 2009     Jenis: Theses - Dissertation Fulltext: 2009 Desert cognitive development.pdf (1.78MB; 1 download) Abstract The purpose of this study was to describe the relationship of student cognition to instructor (cognitive level of classroom discourse, teaching techniques, cognitive level of questions, cognitive level of course objectives, utilization of Principles of Teaching and Learning), student (cognitive level of questions, classroom engagement), and class session environment (level of course, class size, time of day, classroom climate) variables in selected undergraduate class sessions in the College of Food, Agricultural, and Environmental Sciences (CFAES) at The Ohio State University. The researchers also sought to describe student Piagetian stage of cognitive development. Twenty-one undergraduate class sessions were video-taped in twelve instructors’ classes. Ewing (2006) collected data on cognitive level of instructor discourse, instructor questions, student questions, and course objectives, as well as examined the teaching techniques, student level of engagement, and class session environment variables of course level, class size, and time of day. Three instruments were used in this research study to determine frequency of utilization of the Principles of Teaching and Learning (Newcomb, McCracken, Warmbrod, & Whittington, 2004), Piagetian stage of cognitive development, and classroom climate. The relationships between 11 independent variables and the relationship between those independent variables and the dependent variable, student cognition, were examined. Data were interpreted to show that the Principles of Teaching and Learning (Newcomb et al., 2004) were utilized minimally in the college classrooms studied. Bakken’s paper-pencil test was valid and reliable to measure the Piagetian stage of cognitive development of post-secondary students. Also, instructors in this study created a classroom climate where students were included. Partial correlations, when the linear effects of the other independent variables were removed (partialled-out) from both the independent variable being considered and the dependent variable, were reported to describe relationships between eleven independent variables and the dependent variable, student cognition. Findings were used to indicate that as instructors taught using discourse at Bloom’s (1956) higher levels of cognition, students asked questions during class sessions at higher levels of cognition. In addition, as instructors wrote course objectives at Bloom’s (1956) higher cognitive levels, instructors asked questions during class sessions at higher levels of cognition. In analyzing the dependent variable, student cognition, evidence of student cognition was most prevalent during afternoon class sessions where students frequently engaged in the class session content and were asking higher cognitive level questions. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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