Guang Jin, Alicia Wodika, Rebekka Darner, Jianwei Lai
{"title":"通过能产生认知存在感和满足基本心理需求的问题集培养科学素养","authors":"Guang Jin, Alicia Wodika, Rebekka Darner, Jianwei Lai","doi":"10.1080/0047231x.2023.12315883","DOIUrl":null,"url":null,"abstract":"Guided by self-determination theory to design an authentic learning environment, we attempted repeated engagement in critical evaluation of evidence to foster accuracy-oriented reasoning and critical thinking in an applied science course for non-STEM undergraduates taught completely online during a 6-week summer term and a 16-week fall term. Student outcomes were measured as indicators of the effectiveness of our pedagogical strategies. Results suggest that student engagement in integration and resolution modes of cognitive presence are associated with students’ feelings of autonomy, competence","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"241 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Fostering Scientific Literacy With Problem Sets That Generate Cognitive Presence and Fulfill Basic Psychological Needs\",\"authors\":\"Guang Jin, Alicia Wodika, Rebekka Darner, Jianwei Lai\",\"doi\":\"10.1080/0047231x.2023.12315883\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Guided by self-determination theory to design an authentic learning environment, we attempted repeated engagement in critical evaluation of evidence to foster accuracy-oriented reasoning and critical thinking in an applied science course for non-STEM undergraduates taught completely online during a 6-week summer term and a 16-week fall term. Student outcomes were measured as indicators of the effectiveness of our pedagogical strategies. Results suggest that student engagement in integration and resolution modes of cognitive presence are associated with students’ feelings of autonomy, competence\",\"PeriodicalId\":81643,\"journal\":{\"name\":\"Journal of college science teaching\",\"volume\":\"241 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of college science teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/0047231x.2023.12315883\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of college science teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/0047231x.2023.12315883","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Fostering Scientific Literacy With Problem Sets That Generate Cognitive Presence and Fulfill Basic Psychological Needs
Guided by self-determination theory to design an authentic learning environment, we attempted repeated engagement in critical evaluation of evidence to foster accuracy-oriented reasoning and critical thinking in an applied science course for non-STEM undergraduates taught completely online during a 6-week summer term and a 16-week fall term. Student outcomes were measured as indicators of the effectiveness of our pedagogical strategies. Results suggest that student engagement in integration and resolution modes of cognitive presence are associated with students’ feelings of autonomy, competence
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
