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You searched for +publisher:"Clemson University" +contributor:("Potvin , Geoffrey"). Showing records 1 – 3 of 3 total matches.

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Clemson University

1. Gonzales, Alma. Assessment of Conceptual Understanding of Atomic Structure, Covalent Bonding, and Bond Energy.

Degree: MS, Chemistry, 2011, Clemson University

This research work relied upon the importance of conceptual understanding to meaningful learning. Conceptual understanding is strongly influenced by students' prior knowledge (1). Many of these ideas pose strong barriers to deeper understanding and are called misconceptions since they are inconsistent or in conflict with generally accepted scientific facts (2). Thus, it is beneficial for instructors to initially elicit students' conceptual understanding in order to properly address student's misconceptions during the learning process. However, results are very dependent on the instrument used to elicit conceptual understanding (3). The most commonly used tools are summative assessments or achievement tests (4). They are multiple choice questions in which the wrong answers are based on the expert's ideas and understanding. Thus, in this study, we will develop concept inventories (CI) questions that are multiple-choice questions that will be used to sample the extent of students' misconceptions (5). The distracters are based on student's misconceptions, rather than instructor's ideas about what students do not understand. That is, the distracters are taken from students' actual responses in interviews, and on-line response to open-ended questions through Ed's Tools (6). Ed's Tools is a web-based program that allows on-line administration of open-ended question and facilitates fast and efficient collection, and analysis of data. This paper describes the process that is being used to develop and validate a concept inventories instrument for basic and fundamental concepts: atomic structure, covalent bonding and bonding energy. The overall results from the iterative process of the development, administration, re-construction, and re-administration will be presented in this paper. Further, this paper constitutes five phases to seek to validate the robustness of the CI questions. This is the most critical part in the study since CI questions should be rigorously validated multiple choice instruments that will be used to evaluate the nature and quality of student understandings of key concepts or their conceptual understanding (7). Therefore, this paper will discuss the general results obtained from the five phases of the experiment in order to prove the robustness of the developed CI questions. REFERENCES: 1. Osborne, R.J.; Wittrock, M.C. Sci. Educ. 1983, 67(4), 489-508. 2. Bodner, G. M. J. Chem. Educ. 1986, 63, 873-878. 3. Holme, T.; Bretz, S.L.: Cooper, M.; Lewis, J.; Paek, P.; Pienta, N.; Stacy, A.; Stevens, R.; Towns, M. Chem. Educ. Res. Pract. 2010, 11, 92-97. 4. (a) Goubeaud, K. J. Sci. Educ. Technol. 2010, 19, 237-245. (b) Smitha, K.C.; Nakhleh, M.B.; Bretz, S.L. Chem. Educ. Res. Pract. 2010, 11, 147-153. 5. Klymkowsky, M.W.; Garvin-Doxas, K. PLoS Biol. 2008, 6(1), 1-7. 6. http://edstools.colorado.edu/ 7. Smith, J.I.; Tanner, K. CBE Life Sci. Educ. 2010, 9(1), 1-5. Advisors/Committee Members: Cooper, Melanie M., Bhattacharyya , Gautam, Dominy , Brian N., Potvin , Geoffrey D..

Subjects/Keywords: atomic structure; bonding energy; concept inventories; conceptual understanding; covalent bonding; misconceptions; Chemistry

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gonzales, A. (2011). Assessment of Conceptual Understanding of Atomic Structure, Covalent Bonding, and Bond Energy. (Masters Thesis). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_theses/1109

Chicago Manual of Style (16th Edition):

Gonzales, Alma. “Assessment of Conceptual Understanding of Atomic Structure, Covalent Bonding, and Bond Energy.” 2011. Masters Thesis, Clemson University. Accessed October 26, 2020. https://tigerprints.clemson.edu/all_theses/1109.

MLA Handbook (7th Edition):

Gonzales, Alma. “Assessment of Conceptual Understanding of Atomic Structure, Covalent Bonding, and Bond Energy.” 2011. Web. 26 Oct 2020.

Vancouver:

Gonzales A. Assessment of Conceptual Understanding of Atomic Structure, Covalent Bonding, and Bond Energy. [Internet] [Masters thesis]. Clemson University; 2011. [cited 2020 Oct 26]. Available from: https://tigerprints.clemson.edu/all_theses/1109.

Council of Science Editors:

Gonzales A. Assessment of Conceptual Understanding of Atomic Structure, Covalent Bonding, and Bond Energy. [Masters Thesis]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_theses/1109


Clemson University

2. Watson, Charity. Using Factors of Socioeconomic Status, Family Support, and Academic Preparation to Explain the Black-White Gap in Mathematics Achievement and Participation.

Degree: PhD, Engineering and Science Education, 2012, Clemson University

The Black-White achievement and participation gap in mathematics is a major concern for educators in America. In order to understand why these gaps exist and have continued to exist over the years, it is important to identify some of the factors that may contribute to them. However, one of the limitations in identifying factors that influence the disparities in achievement and participation between Black and White students is the issue of finding comparable and representative groups. This study aspired to move beyond randomized experimental designs to studying a larger representative sample of Black college students who are equivalent to White college students on a number of factors hypothesized to impact achievement and participation in mathematics. Covariates dealing with socioeconomic status, family support, and academic preparation were considered in an attempt to understand the collective and isolated effects of external factors on the performance and representation disparities between Black and White college students. College calculus performance was chosen as an outcome of interest due to its role as a gatekeeper for STEM majors and careers. The likelihood of choosing a career in a STEM field was chosen as the other outcome of interest. Results indicated that although Black students are performing significantly worse than White students in college calculus, after comparing Black students to White students with similar backgrounds, the gap between the two groups decreased to a statistically non-significant difference. Also, it was found that after comparing similar groups of Black and White students, Black students were more likely to report choosing a career in a STEM field. Advisors/Committee Members: Hazari, Zahra S, Potvin , Geoffrey D, Cooper , Melanie M, Moss , William F.

Subjects/Keywords: Achievement gap; Equity; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Watson, C. (2012). Using Factors of Socioeconomic Status, Family Support, and Academic Preparation to Explain the Black-White Gap in Mathematics Achievement and Participation. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/943

Chicago Manual of Style (16th Edition):

Watson, Charity. “Using Factors of Socioeconomic Status, Family Support, and Academic Preparation to Explain the Black-White Gap in Mathematics Achievement and Participation.” 2012. Doctoral Dissertation, Clemson University. Accessed October 26, 2020. https://tigerprints.clemson.edu/all_dissertations/943.

MLA Handbook (7th Edition):

Watson, Charity. “Using Factors of Socioeconomic Status, Family Support, and Academic Preparation to Explain the Black-White Gap in Mathematics Achievement and Participation.” 2012. Web. 26 Oct 2020.

Vancouver:

Watson C. Using Factors of Socioeconomic Status, Family Support, and Academic Preparation to Explain the Black-White Gap in Mathematics Achievement and Participation. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Oct 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/943.

Council of Science Editors:

Watson C. Using Factors of Socioeconomic Status, Family Support, and Academic Preparation to Explain the Black-White Gap in Mathematics Achievement and Participation. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/943


Clemson University

3. Porter, Christopher. AN EXAMINATION OF VARIABLES WHICH INFLUENCE HIGH SCHOOL STUDENTS TO ENROLL IN AN UNDERGRADUATE ENGINEERING OR PHYSICAL SCIENCE MAJOR.

Degree: PhD, Educational Leadership, 2011, Clemson University

The purpose of this study was to examine the variables which influence a high school student to enroll in an engineering discipline versus a physical science discipline. Data was collected utilizing the High School Activities, Characteristics, and Influences Survey, which was administered to students who were freshmen in an engineering or physical science major at an institution in the Southeastern United States. A total of 413 students participated in the survey. Collected data were analyzed using descriptive statistics, two-sample Wilcoxon tests, and binomial logistic regression techniques. A total of 29 variables were deemed significant between the general engineering and physical science students. The 29 significant variables were further analyzed to see which have an independent impact on a student to enroll in an undergraduate engineering program, as opposed to an undergraduate physical science program. Four statistically significant variables were found to have an impact on a student's decision to enroll in a engineering undergraduate program versus a physical science program: father's influence, participation in Project Lead the Way, and the subjects of mathematics and physics. Recommendations for theory, policy, and practice were discussed based on the results of the study. This study presented suggestions for developing ways to attract, educate, and move future engineers into the workforce. Advisors/Committee Members: Satterfield, James, Satterfield , James, Potvin , Geoffrey, Benson , Lisa, Cawthon , Tony, Warner , Cheryl.

Subjects/Keywords: college; engineering; high school; influence; major; science; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Porter, C. (2011). AN EXAMINATION OF VARIABLES WHICH INFLUENCE HIGH SCHOOL STUDENTS TO ENROLL IN AN UNDERGRADUATE ENGINEERING OR PHYSICAL SCIENCE MAJOR. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/835

Chicago Manual of Style (16th Edition):

Porter, Christopher. “AN EXAMINATION OF VARIABLES WHICH INFLUENCE HIGH SCHOOL STUDENTS TO ENROLL IN AN UNDERGRADUATE ENGINEERING OR PHYSICAL SCIENCE MAJOR.” 2011. Doctoral Dissertation, Clemson University. Accessed October 26, 2020. https://tigerprints.clemson.edu/all_dissertations/835.

MLA Handbook (7th Edition):

Porter, Christopher. “AN EXAMINATION OF VARIABLES WHICH INFLUENCE HIGH SCHOOL STUDENTS TO ENROLL IN AN UNDERGRADUATE ENGINEERING OR PHYSICAL SCIENCE MAJOR.” 2011. Web. 26 Oct 2020.

Vancouver:

Porter C. AN EXAMINATION OF VARIABLES WHICH INFLUENCE HIGH SCHOOL STUDENTS TO ENROLL IN AN UNDERGRADUATE ENGINEERING OR PHYSICAL SCIENCE MAJOR. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2020 Oct 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/835.

Council of Science Editors:

Porter C. AN EXAMINATION OF VARIABLES WHICH INFLUENCE HIGH SCHOOL STUDENTS TO ENROLL IN AN UNDERGRADUATE ENGINEERING OR PHYSICAL SCIENCE MAJOR. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/835

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