Redesigning Physical Geography 101: Bringing Students into the Discussion

Autor/inn/en	Tasch, Jeremy; Tasch, Weiwei C.
Titel	Redesigning Physical Geography 101: Bringing Students into the Discussion
Quelle	In: Journal of Geography in Higher Education, 40 (2016) 4, S.565-584 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2016.1201800
Schlagwörter	Physical Geography; Curriculum Design; Curriculum Development; Student Centered Learning; Instructional Innovation; Learning Experience; Observation; Assignments; Evaluation Methods; Models; College Programs; Predictor Variables; Achievement Gains; Electronic Learning; Teacher Student Relationship; Peer Relationship; Attitude Change; Experimental Curriculum; Maryland + Suchen Sie Ihr Suchwort? Physische Geografie; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Educational Innovation; Bildungsinnovation; Lernerfahrung; Beobachtung; Assignment; Auftrag; Zuweisung; Analogiemodell; Studienprogramm; Prädiktor; Achievement gain; Leistungssteigerung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Attitudinal change; Einstellungsänderung
Abstract	This article analyses student-learning outcomes from the redesign of Introduction to Physical Geography 101. Among the purposes of the redesigned course were to enhance student learning by providing rich interactive online content, provide more meaningful instructor-student and peer-peer exchanges, and to promote attitudes that facilitate student opportunities to construct new knowledge. Through empirically testing two of the redesigned course's key components on students' learning, we determine the positive effects on students' exam scores. We offer, despite the additional work required from instructors and teaching assistants for such a redesigned course, that with further refinement these pedagogical changes may offer potential longer term impact on students' learning behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01