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Title:The Effects of Different Styles of Interaction on the Learning of Evolutionary Theories
Author(s):Sugimoto, Akiko
Doctoral Committee Chair(s):Anderson, Richard C.
Department / Program:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Education, Higher
Abstract:Analyses of the Pre- and the Posttest performance and discussion processes in the Interaction session revealed the following. First, the Guiding style and the Mutual Constructive style enhanced the acquisition of the scientific evolutionary conceptual framework more effectively than the Conflicting style. However, some students in the Conflicting style also grasped the scientific evolutionary framework, and many students reconstructed their theories of evolution through discussion, even if the frameworks remained scientifically inappropriate. Second, the students who discussed evolution in the Conflicting style and the Mutual Constructive style tended to become more reflective and flexible than the students in the Guiding style, when solving a new evolutionary problem. Third, analyses of epistemological beliefs and critiques of evolutionary explanations suggested that the Mutual Constructive style and the Conflicting style facilitated the development of critical thinking more than the Guiding style.
Issue Date:1999
Description:163 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999.
Other Identifier(s):(MiAaPQ)AAI9921743
Date Available in IDEALS:2015-09-25
Date Deposited:1999

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