Promoting an agentic orientation: An intervention in university psychology and physical science courses.

2021 ◽  
Author(s):  
Erika A. Patall ◽  
Jeanette Zambrano ◽  
Alana A. U. Kennedy ◽  
Nicole Yates ◽  
Joseph A. Vallín
Keyword(s):  
Physical Science ◽  
Science Courses

Grade perceptions of students in chemistry coursework at all levels

2018 ◽  
Vol 19 (2) ◽  
pp. 491-499
Author(s):  
Jeffrey A. Webb ◽  
Andrew G. Karatjas
Keyword(s):  
Student Performance ◽  
Strong Evidence ◽  
Physical Science ◽  
Self Report ◽  
Self Awareness ◽  
Science Courses ◽  
Perceptions Of Students

Various reasons are attributed to poor student performance in physical science courses such as lack of motivation, lack of ability, and/or the overall difficulty of these courses. One overlooked reason is a lack of self-awareness as to preparation level. Through a study over a two-year period, students at all levels (freshman through M.S.) of a chemistry program were surveyed and asked to self-report predictions of their score on examinations. At all levels, strong evidence of the Kruger–Dunning effect was seen where higher performing students tended to underpredict their examination scores while the lowest performing students tended to grossly overpredict their scores.

Physics, High School

1984 ◽  
Author(s):  
Don Campbell
Keyword(s):  
High School ◽  
Mississippi River ◽  
American History ◽  
Physical Science ◽  
National Science Foundation ◽  
Natural Setting ◽  
Science Courses ◽  
Study Committee ◽  
National Science ◽  
Teaching Time

I don’t know. I guess I’ve always thought students learned science best in the lab. I try to start from the laboratory and go to the classroom, whenever possible. Let them do some observing, get a functional background to base their theories on. Then take it back to the classroom. That seems to work best for me. We have fifty-five-minute classes that meet five days a week, and my classroom and laboratory are in adjoining rooms, so I can take a group from class to lab or from lab to class. I can structure my teaching time to fit the lesson needs. I don’t think there was any one thing that made me believe in the laboratory approach. It was just the way I perceived physics. You explain the natural universe while you’re looking at it. The laboratory is a good place to see what’s going on. In many science courses the kids are supposed to read what to do in the lab manual, do it, and then be graded on the answer. I just talked to a man who in a geology class at a college in Ohio was handed a card with eight rock samples glued to it and was expected to identify them later in a test. He and the rest of the students never looked at the rocks in that area of Ohio in their natural setting and were never asked to think about the geology of the region they had been raised in. This fellow said that he had grown up on the Mississippi River in Illinois, and he had never known much about the place and power of that great river valley except what he had learned from a film called “The River” by Pare Lorentz that was shown in his American history course. In my course the kids walk in on the first day and some are interested and some couldn’t care less. I structure the course around two texts, the PSSC, which was produced by the Physical Science Study Committee for the National Science Foundation course back in 1960, and the texts produced for Project Physics developed by the Harvard Study Committee.

Realistic objectives in physical science courses

1971 ◽  
Vol 48 (4) ◽  
pp. 218
Author(s):  
Francis A. Gangemi
Keyword(s):  
Physical Science ◽  
Science Courses

The Use of Spreadsheets for Significant Engineering Analysis in Engineering Technology and Physical (and Natural) Science Courses: The Development of an Instructional Primer of Spreadsheet Solution Techniques in Applied Mechanical Engineering Technology Subjects

2001 ◽  
Author(s):  
Francis A. Di Bella
Keyword(s):  
Physical Science ◽  
University Teaching ◽  
Mathematical Tool ◽  
Science Students ◽  
Engineering Technology ◽  
Science Courses ◽  
Engineering Discipline ◽  
Engineering Mathematics ◽  
Course Work ◽  
Iterative Solutions

Abstract The course work in any engineering discipline is necessarily based on an assumption that the student has a good foundation of fundamental engineering mathematics. Yet, many Engineering Technology courses have been born out of the desire to provide the student with the more straightforward and practical application of the art and science of engineering to realistic engineering problems while minimizing the need for sophisticated mathematical solutions. This dilemma can be resolved by utilizing an inexpensive mathematical tool that is virtually omnipresent in even the least expensive PC: the spreadsheet. It is a software package that even the most mathematically challenged student is well aware and is comfortable in using for routine mathematical if not specifically, engineering applications: data reduction, curve-fitting, plug-in iterative solutions, etc. This paper will describe the author’s effort, with the support from Northeastern University’s Provost Office and The Center for Effective University Teaching (CEUT), in providing the ET student (and in the future, the physical science student) with a powerful tool for solving non-trivial engineering and physical science problems while also helping the student understand the engineering and scientific fundamentals behind the solutions. This effort will hopefully culminate in the development of an instructional Primer that can be used by engineering and Arts and Science students when studying engineering and physical (and natural) sciences.

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