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DAVID A. McCONNELL

Dr. David McConnellProfessor
Tel. (919) 515-0381
2140 Jordan Hall
Email: damcconn@ncsu.edu
Curriculum Vitae
Research Web site

B.Sc., Queen's University (N. Ireland), 1981

M.S., Geology, Oklahoma State University, 1983

Ph.D., Geology, Texas A&M University, 1987

TEACHING AND RESEARCH AREAS
:
My research focus is on science education, with specific attention to assessment of learning in large general education geoscience classes.  I work with colleagues in other sciences and in the College of Education to provide instructors with teaching strategies designed to fit their course and classroom setting, and to provide students with a range of learning opportunities that will capture their interest and increase their understanding of key concepts. Ongoing research examines the cognitive domain that involves all kinds of thinking, from rote memorization to critical analysis.

Our current work examines the affective domain that involves the attitudes, feelings and emotions that may hinder or promote learning.  We seek to uniquely identify factors affecting student motivation in order to better inform geoscience and other science disciplines in terms of the importance of affective constructs (e.g., goal orientation, task value, self efficacy) in introductory classes.  The ultimate outcome of this and future research will be to develop better university introductory science classes aimed at increasing the number of majors, improving student learning and increasing student retention rates.

My current teaching interests are Introductory Physical Geology, Earth Science, and graduate courses focusing on research in science education.

SELECTED PUBLICATIONS:
Steer, D., McConnell, D.A., Gray, K., Kortz, K., and Liang, X., 2009, Analysis of student responses to peer-instruction conceptual questions answered using and electronic response system: Trends by gender and ethnicity, submitted to Journal of Science Teaching and Technology.

Gray, K., Steer, D., McConnell, D.A., and Owens, K., 2008, Using a student manipulated model to enhance student learning in a large lecture class: Addressing common misconceptions pertaining to the causes for the seasons, Journal of College Science Teaching, accepted for publication.

Ramlo, S.E., McConnell, D., Duan, Z-H, and Moore, F.B., 2008, Evaluating an inquiry-based bioinformatics course using Q methodology; Journal of Science Education and Technology,  v. 17 (3), p. 219-225.

Ramlo, S.E., and McConnell, D.A., 2008, Perspectives of university faculty regarding faculty reading circles: A study using Q methodology: Journal of Faculty Development, v. 22, #1, p. 25-32.

Gerwing, J., McConnell, D., Stearns, D., and Adair, S., 2007, Critical thinking for civic thinking in science: Academic Exchange Quarterly, v. 11, # 3, p. 160-164.

McConnell, D.A., Steer, D.N., Owens, K., Knight, C., and Park, L.E., 2007, The Good Earth: An Introduction to Earth Science, McGraw-Hill, 536 p.

McConnell, D.A., Steer, D.N., Owens, K., Borowski, W., Dick, J., Foos, A., Knott, J.R., Malone, M., McGrew, H., Van Horn, S., Greer, L., and Heaney, P.J., 2006, Using conceptests to assess and improve student conceptual understanding in introductory geoscience courses: Journal of Geoscience Education, v. 54, #1, p. 61-68.

Owens, K., Steer, D.N., & McConnell, D.A., 2006, Researcher, Teacher, Education Researcher: The evolution of a university geoscience Instructor, School Science and Mathematics Journal, v. 106, #1, p.27-35.

Steer, D.N., Knight, C., Owens, K., & McConnell, D.A., 2005, Challenging students ideas about earth structure using a model-based, conceptual change approach in a large class setting; Journal of Geoscience Education, v. 53, #4, p. 415-421.

McConnell, D.A., Steer, D.N., Owens, K., & Knight, C., 2005, How students think: Implications for learning in introductory geoscience courses: Journal of Geoscience Education, v. 53, #4, p. 462-470.

McConnell, D.A., Steer, D.N., & Owens, K., 2003, Assessment of active learning strategies for introductory geology courses: Journal of Geoscience Education, v. 51, #2, p. 205-216.
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