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No description available.

No description available.

No description available.

Two hundred and nine undergraduate students enrolled in an introductory Anthropology course were pre-tested using the Learning and Study Strategy Inventories (LASSI) to establish their learning approach. Concept mapping was used to alter a student's learning approach from a non-creative to a creative approach. Students were then post-tested using the LASSI to evaluate the learning intervention. The first hypothesis proposed that non-creative learners would become more holistic and creative learners as a result of the concept mapping intervention. No significant treatment effects were found. Non-creative learners made significant gains in concentration from pre to post testing. It was also hypothesized that certain demographic variables would help explain the learning approach a student demonstrated. Science students had the highest mean attitude, motivation, concentration and time management and use of test strategies. Anthropology students had the highest anxiety, and arts students increased on information processing. Nineteen year olds were the most motivated and attitude decreased with age. Second year students who had taken a previous course in anthropology had higher mean attitudes, motivation, concentration, selecting main ideas, and use of test strategies when compared to second year students who hadn't taken a previous course. Science students increased their mean use of test strategies regardless of previous course work. Overall, the mean use of test strategies increased regardless of faculty affiliation had a student taken a previous course.

This multi-case study compared the practices and knowledge of six experienced teachers who perceive themselves to use an inquiry approach to instruction, to those of two teachers who do not, and compared their conceptualizations to a portrait of the inquiry literature. The inquiry teachers were purposively selected from three levels---elementary, secondary, and university---and different subjects. / They and two non-inquiry teachers contributed three interviews each. Transcripts were coded using codes derived from the literature, then open coding using the teachers' own words to represent categories. Four postulated constructs of inquiry, process, content, strategy, and context, were found in the literature and in experienced inquiry teachers' detailed conceptualizations of inquiry as shown in their definitions, interviews, and concept maps. Inquiry teachers were distinguished from the non-inquiry teachers by the relative difference in the frequency of their use of the four constructs. The inquiry teachers each had one predominant construct that they emphasized more in their teaching, and their identity could be expressed in terms of their pedagogical use of these four constructs. The non-inquiry teachers made fewer inquiry statements when compared to the literature and when compared to their own personal statements. Inquiry teachers' background, education, and informal experiences were also directly related to their conceptualizations of inquiry.

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No description available.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1976. / Bibliography: leaves [69]-71. / Microfiche. / v, 71 leaves, 3 leaves of plates col. ill

Thesis (B.A. Hons. 1978) from the Department of Psychology, University of Adelaide.