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Analysis of students' generated questions in laboratory learning environments

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Analysis of students' generated questions in laboratory learning environments

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dc.contributor.author Llorens Molina, Juan Antonio es_ES
dc.contributor.author Llorens De Jaime, Jesus Maria es_ES
dc.contributor.author Sanz Berzosa, Isidora es_ES
dc.date.accessioned 2013-12-10T11:33:36Z
dc.date.available 2013-12-10T11:33:36Z
dc.date.issued 2012
dc.identifier.issn 2013-6374
dc.identifier.uri http://hdl.handle.net/10251/34399
dc.description.abstract In order to attain a reliable laboratory work assessment, we argue taking the Learning Environment as a core concept and a research paradigm that considers the factors affecting the laboratory as a particularly complex educational context. With regard to Laboratory Learning Environments (LLEs), a well known approach is the SLEI (Science Laboratory Environment Inventory). The aim of this research is to design and apply an alternative and qualitative assessment tool to characterize Laboratory Learning Environments in an introductory course of organic chemistry. An alternative and qualitative assessment tool would be useful for providing feed-back for experimental learning improvement; serving as a complementary triangulation tool in educational research on LLEs; and generating meaningful categories in order to design quantitative research instruments. Toward this end, spontaneous questions by students have been chosen as a reliable source of information. To process these questions, a methodology based on the Grounded Theory has been developed to provide a framework for characterizing LLEs. This methodology has been applied in two case studies. The conclusions lead us to argue for using more holistic assessment tools in both everyday practice and research. Likewise, a greater attention should be paid to metacognition to achieve suitable self-perception concerning students¿ previous knowledge and manipulative skills. es_ES
dc.language Inglés es_ES
dc.publisher OmniaScience es_ES
dc.relation.ispartof Journal of Technology and Science Education es_ES
dc.rights Reconocimiento - No comercial (by-nc) es_ES
dc.subject Learning environments es_ES
dc.subject Metacognition es_ES
dc.subject Autonomy es_ES
dc.subject Science laboratory es_ES
dc.subject Student questions es_ES
dc.subject.classification QUIMICA ANALITICA es_ES
dc.subject.classification QUIMICA ORGANICA es_ES
dc.title Analysis of students' generated questions in laboratory learning environments es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.3926/jotse.36
dc.rights.accessRights Abierto es_ES
dc.contributor.affiliation Universitat Politècnica de València. Departamento de Química - Departament de Química es_ES
dc.description.bibliographicCitation Llorens Molina, JA.; Llorens De Jaime, JM.; Sanz Berzosa, I. (2012). Analysis of students' generated questions in laboratory learning environments. Journal of Technology and Science Education. 2(1):46-55. doi:10.3926/jotse.36 es_ES
dc.description.accrualMethod S es_ES
dc.relation.publisherversion http://dx.doi.org/10.3926/jotse.36 es_ES
dc.description.upvformatpinicio 46 es_ES
dc.description.upvformatpfin 55 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 2 es_ES
dc.description.issue 1 es_ES
dc.relation.senia 218497
dc.identifier.eissn 2013-6374


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