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|Title:||Teaching Units On Genetics: Motivation and the Application of Knowledge|
|Keywords:||planned learning, motivation, activity, reinforcement, teachesr, students, activity, education, school, schools, williness, teaching, genetics|
|Abstract:||<p> There are three steps in planned learning: motivation, activity, and reinforcement. This project details the problems encountered by t eachers when they attempt to motivate and reinforce student learning. These problems in turn result in an emphasis on the selection of an activity. </p> <p> Of all the factors in motivation, it is proposed that an increase in one of them the willingness to learn will have a greater effect on learning than the choice of an activity, and that this increase can be accomplished by showing the students how the content to be learned can be immediately useful to them. </p> <p> The genetics unit from the grade thirteen biology course is amended in order to illustrate just how a teacher can alter a course to make it more useful to the students and yet still meet any future academic requirements. By having students apply theoretical knowledge to resolve life problems, it is suggested that student willingness to study is enhanced and the overall motivation to learn is significantly increased. </p>|
|Appears in Collections:||Open Access Dissertations and Theses|
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|Dell_D_J_1982Aug_M.Sc.pdf||38.67 MB||Adobe PDF||View/Open|
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