A Comparative Study of Student's Approaches to Learning Held by Honors and Non-Honors Students in Introductory Biology

Persistent Link:
http://hdl.handle.net/10150/146853
Title:
A Comparative Study of Student's Approaches to Learning Held by Honors and Non-Honors Students in Introductory Biology
Author:
Bennett, Adrian Ryan
Issue Date:
May-2010
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The problem of interest for this investigative study was to examine the approach to learning students take when enrolled in an introductory biology class at the University of Arizona. In particular, a comparison was drawn between students taking the introductory class who were enrolled in the university's Honors College and students who were not. The study sought to identify each student's approach to learning. A student's approach to learning is defined as the student's perception of a particular task and their method of learning that task (Marton and Saljo a and b) and has become a useful way of researching how students study and learn class material in postsecondary educational systems, due largely to the shift from K-12 learning environments and instructor-created learning tasks (Doyle).
Type:
text; Electronic Thesis
Degree Name:
B.S.
Degree Level:
bachelors
Degree Program:
Honors College; Molecular and Cellular Biology
Degree Grantor:
University of Arizona

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleA Comparative Study of Student's Approaches to Learning Held by Honors and Non-Honors Students in Introductory Biologyen_US
dc.creatorBennett, Adrian Ryanen_US
dc.contributor.authorBennett, Adrian Ryanen_US
dc.date.issued2010-05-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe problem of interest for this investigative study was to examine the approach to learning students take when enrolled in an introductory biology class at the University of Arizona. In particular, a comparison was drawn between students taking the introductory class who were enrolled in the university's Honors College and students who were not. The study sought to identify each student's approach to learning. A student's approach to learning is defined as the student's perception of a particular task and their method of learning that task (Marton and Saljo a and b) and has become a useful way of researching how students study and learn class material in postsecondary educational systems, due largely to the shift from K-12 learning environments and instructor-created learning tasks (Doyle).en_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
thesis.degree.nameB.S.en_US
thesis.degree.levelbachelorsen_US
thesis.degree.disciplineHonors Collegeen_US
thesis.degree.disciplineMolecular and Cellular Biologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
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