Deconstructing Constructivism: Modeling Causal Relationships Among Constructivist Learning Environment Factors and Student Outcomes in Introductory Chemistry.

摘要

The purpose of this dissertation is to test a model of relationships among factors characterizing aspects of a student-centered constructivist learning environment and student outcomes of satisfaction and academic achievement in introductory undergraduate chemistry courses. Constructivism was chosen as the theoretical foundation for this research because of its widespread use in chemical education research and practice. In a constructivist learning environment the role of the teacher shifts from delivering content towards facilitating active student engagement in activities that encourage individual knowledge construction through discussion and application of content.;Constructivist approaches to teaching introductory chemistry courses have been adopted by some instructors as a way to improve student outcomes, but little research has been done on the causal relationships among particular aspects of the learning environment and student outcomes. This makes it difficult for classroom teachers to know which aspects of a constructivist teaching approach are critical to adopt and which may be modified to better suit a particular learning environment while still improving student outcomes.;To investigate a model of these relationships, a survey designed to measure student perceptions of three factors characterizing a constructivist learning environment in online courses was adapted for use in face-to-face chemistry courses. These three factors, teaching presence, social presence, and cognitive presence, were measured using a slightly modified version of the Community of Inquiry (CoI) instrument. The student outcomes investigated in this research were satisfaction and academic achievement, as measured by standardized American Chemical Society (ACS) exam scores and course grades.;Structural equation modeling (SEM) was used to statistically model relationships among the three presence factors and student outcome variables for 391 students enrolled in six sections of a general chemistry course taught by four instructors at a single university using a common textbook. The quantitative analysis of student data was supported by investigating the instructor's approach to teaching using instructor responses to a modified version of the Approaches to Teaching Inventory (ATI), semi-structured interview questions, and information available in the course syllabus.;The results of the SEM analysis indicate that incoming math ability, as measured by ACT math scores, has the largest effect on student academic achievement in introductory chemistry courses. Of the three presence factors, cognitive presence has the largest direct effect on academic achievement and student satisfaction. Teaching presence has a direct effect on satisfaction similar in size to the effect of cognitive presence. The relationship between social presence and student outcomes is found to be relatively small. Given the role that both teaching and social presence play in influencing cognitive presence, these results suggest that classroom teachers should emphasize the development of a learning environment with a large degree of cognitive presence where students take ownership of their own learning process. This type of learning environment can be supported by specific instructor behaviors such as facilitating discussions and implementing group work focused on collaboration and developing shared understandings.