Margaret A. Johnson
Mesa Community College
Publications 3
The Kolb learning styles and neo-Piagetian development levels of 366 students enrolled in a non-majors college biology course were assessed. Students then completed a one-semester lecture/lab course within one of two instructional methods - inquiry or expository. The predicted interaction between Kolb's thinking/feeling learning dimension and instructional method was not found. Instead, as predicted by neo-Piagetian developmental theory, the thinking/feeling dimension and developmental level bot...
22 CitationsSource
#1Margaret A. Johnson (Mesa Community College)H-Index: 3
#2Anton E. Lawson (ASU: Arizona State University)H-Index: 43
What factor(s) influence the likelihood a student will succeed in college biology? Some researchers have found the primary determinant to be the student's prior knowledge of biology, while others have found it to be reasoning ability. Perhaps the ability of these factors to predict achievement depends on the instructional method employed. Expository instruction focuses primarily on facts and concepts. Therefore, perhaps the best predictor of achievement in expository classes is domain-specific p...
151 CitationsSource
#1Anton E. Lawson (ASU: Arizona State University)H-Index: 43
#2William P. Baker (ASU: Arizona State University)H-Index: 2
Last.Margaret A. Johnson (Mesa Community College)H-Index: 3
view all 5 authors...
Two hypotheses about theoretical concept acquisition, application, and change were tested. College biology students classified as intuitive, transitional, or reflective (hypothetico-deductive) reasoners were first taught two theoretical concepts (molecular polarity and bonding) to explain the mixing of dye with water, but not with oil, when all three were shaken in a container. The students were then tested in a context in which they misapplied the concepts in an attempt to explain the gradual s...
28 CitationsSource