The purpose of this study was to examine the effectiveness of cased-based learning, writing and peer discussions on learning about digestive diseases in a computer-based learning environment, BioWorld. This method was called the Grand Rounds method. Thirty-one, ninth grade biology students participated in the study. Two classes were randomly selected as the Rounds group and the No Rounds group. All students worked collaboratively in pairs to solve diagnostic problems on BioWorld. The Rounds group then engaged in the Grand Rounds activities while the No Rounds group conducted a web search and solved a final BioWorld problem. Both treatments demonstrated significant knowledge gains of digestive problems from pretest to posttest but the gains were greater in the Rounds group. There were no significant changes from pre to post questionnaire in students' attitudes towards biology or peer work/discussion. The verbal protocols revealed students used diagnostic heuristics while solving cases, and discourse communities emerged among the students. Overall, this study confirms the benefits of written and oral discourse, and authentic learning activities in classrooms.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.33284 |
| Date | January 2000 |
| Creators | Espinosa, Maria Rowena. |
| Contributors | Lajoie, Susanne P. (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Educational and Counselling Psychology.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001783281, proquestno: MQ70593, Theses scanned by UMI/ProQuest. |
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