Date of Award

2-1-1995

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

Abstract

The purpose of this study was to investigate a method for improving undergraduate science education. The method investigated is called link-teaching. It is the linking of a core science class with a writing class, with the topics covered in the science class being the same topics used for the writing assignments in the writing class. For the purpose of this study a physics class (Natural Phenomena) and an astronomy class were both linked with expository writing classes.The research was done in the context of two theories of learning, Ausubel's Assimilation Theory and Gowin's Theory of Education. Both predicted that link-teaching, as a learner centered approach, should benefit the learner when compared with the traditional lecture method used in most undergraduate general studies science courses.The experimental method consisted of dividing the science classes into two groups, the experimental groups taking the science and writing classes concurrently while the control groups took only the science classes.Although the sample size was small, 40 in Natural Phenomena and 26 in Astronomy, the Natural Phenomena phase of the experiment indicated a significant benefit from link-teaching. In the astronomy phase of the experiment the results were not significant; however, in all tests the experimental group scored at least as well if not better than the control group.All of the students involved in the linked classes were interviewed and asked to write a summary of their feelings toward link-teaching. Every student felt link-teaching was a valuable experience and most stated it should be expanded to other classes. Both instructors also felt it was a good experience.

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