Dissertationen zum Thema „Effect of science education on“
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Seker, Hayati. „The Effect of Using the History of Science in Science Lessons on Meaningful Learning“. The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1094838671.
Der volle Inhalt der QuelleWallace, Nicole N. „The effect of alternative assessments in natural science on attitudes towards science in grade 8 girls in South Africa“. Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14004.
Der volle Inhalt der QuelleIreland, Julie D. „The effect of reading performance on high school science achievement“. Thesis, Curtin University, 1987. http://hdl.handle.net/20.500.11937/416.
Der volle Inhalt der QuelleLockwood, Jeffrey Frank. „The effect of research-based science instruction on the attitudes of students, by gender, towards science, scientists, and careers in science“. Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186605.
Der volle Inhalt der QuelleIreland, Julie D. „The effect of reading performance on high school science achievement“. Curtin University of Technology, Science and Mathematics Education Centre, 1987. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9810.
Der volle Inhalt der Quellestudy improved their performance on the modified science test. Thus, the modiifications appeared to make it easier for most students to demonstrate their science achievement.A positive correlation was found between student reading age and science achievement. Reading performance may be a critical factor in achievement on science tests. If this is the case, learning strategies must be developed that focus on helping students to utilize textual materials effectively.
Taneja, Anju. „Argumentation in Science Class| Its Planning, Practice, and Effect on Student Motivation“. Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133198.
Der volle Inhalt der QuelleStudies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura’s construct of motivation and concepts of argumentation and formative feedback to understand how teachers orchestrate argumentation in science class and how it affects motivation. Qualitative data was collected through interviews of 4 grade-9 science teachers and through observing teacher-directed classroom discourse. Classroom observations allowed the researcher to record the rhythm of discourse by characterizing teacher and student speech as teacher presentation (TP), teacher guided authoritative discussion (AD), teacher guided dialogic discussion (DD), and student initiation (SI). The Student Motivation Towards Science Learning survey was administered to 67 students before and after a class in which argumentation was used. Analysis of interviews showed teachers collaborated to plan argumentation. Analysis of discourse identified the characteristics of argumentation and provided evidence of students’ engagement in argumentation in a range of contexts. Student motivation scores were tested using Wilcoxon signed rank tests and Mann-Whitney U-tests, which showed no significant change. However, one construct of motivation—active learning strategy—significantly increased. Quantitative findings also indicate that teachers’ use of multiple methods in teaching science can affect various constructs of students’ motivation. This study promotes social change by providing teachers with insight about how to engage all students in argumentation.
Jones, A. C. „The effect of the National Curriculum and its changes on science teachers“. Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284109.
Der volle Inhalt der QuelleJackson, Diann Carol. „The effect of concept mapping on preservice elementary teachers' knowledge of science inquiry teaching“. Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
Der volle Inhalt der QuelleRamsey, Susan. „THE EFFECT OF THE ADVANCED PLACEMENT TRAINING AND INCENTIVE PROGRAM ON INCREASING ENROLLMENT AND PERFORMANCE ON ADVANCED PLACEMENT SCIENCE EXAMS“. VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2765.
Der volle Inhalt der QuelleDietz, Laura Elizabeth. „Effect of the Science Teaching Advancement through Modeling Physical Science Professional Development Workshop on Teachers' Attitudes, Beliefs and Content Knowledge and Students' Content Knowledge“. Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404125737.
Der volle Inhalt der QuelleMeier, Lori T. „The Effect of School Culture on Science Education at an Ideologically Innovative Elementary Magnet School“. Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/5915.
Der volle Inhalt der QuelleRudolf, Daniel William. „Effect of outdoor education methods and strategies on student engagement in science: a descriptive study“. Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/rudolf/RudolfD0812.pdf.
Der volle Inhalt der QuelleChung-Schickler, Genevieve C. „The effect of cooperative learning on the attitudes toward science and the achievement of students in a non-science majors' general biology laboratory course at an urban community college“. FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/2360.
Der volle Inhalt der QuelleBrice, Kathryn T. „The Effect of Linkages on Science and Technology at Historically Black Colleges and Universities“. Diss., Georgia Institute of Technology, 2005. http://hdl.handle.net/1853/7637.
Der volle Inhalt der QuelleRoscoe, Julia. „Effect of Service-learning Participation on High School Attendance and Science Achievement“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7424.
Der volle Inhalt der QuelleWhitmon, John Martin. „The effects of parental involvement in the science learning of students in a Saturday Science Academy“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/630.
Der volle Inhalt der QuelleMeier, Lori. „THE EFFECT OF SCHOOL CULTURE ON SCIENCE EDUCATION AT AN ELEMENTARY SCHOOL: AN ETHNOGRAPHIC CASE STUDY“. Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3666.
Der volle Inhalt der QuelleEd.D.
Department of Educational Studies
Education
Curriculum and Instruction
Uzoff, Phuong Pham. „Virtual school teacher's science efficacy beliefs| The effects of community of practice on science-teaching efficacy beliefs“. Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646176.
Der volle Inhalt der QuelleThe purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument.
The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.
Lark, Adam Christopher. „Implementation of Scientific Community Laboratories and Their Effect on Student Conceptual Learning, Attitudes, and Understanding of Uncertainty“. University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396537933.
Der volle Inhalt der QuelleWalter, Douglas M. „The effect of homework collection on student achievement in a high school earth science course“. Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
Der volle Inhalt der QuelleMerrill, Christopher P. „Effects of integrated technology, mathematics, and science education on secondary school technology education students“. Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242752381.
Der volle Inhalt der QuelleHayes, Carolyn Ann Agee. „The effects of the National Science Education Standards on the attitude toward science in middle school females“. [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3173529.
Der volle Inhalt der QuelleTitle from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1313. Adviser: Charles Barman.
Wright, Dinah Marilyn. „The effects of reflective science teaching on preservice elementary teachers' evaluations of themselves as future science teachers /“. The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu148768624382208.
Der volle Inhalt der QuelleBrice, Kathryn T. „The Effect of Linkages on Science and Technology at Historically Black Colleges and Universities“. Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/pmap_diss/9.
Der volle Inhalt der QuelleMason, Stacie Lee. „Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice“. BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6914.
Der volle Inhalt der QuelleBarr, Jason Peter. „Custom Advising's Effect on Success and Retention of Developmental Math Students“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5976.
Der volle Inhalt der QuelleFerrara, Ermanno. „The Effect of Special Education Student Participation and Engagement in Mathematics on Student Achievement“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/957.
Der volle Inhalt der QuelleBousselot, Tracy. „Shifting the Focus to Science in the Early Elementary Years: An Examination of Science Achievement Growth in Grades K-2 Using a Nationally Representative Dataset“. Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23796.
Der volle Inhalt der QuelleBilgin, Koken Elmas. „The Effect Of Multiple Intelligences Based Instruction On Ninth Graders Chemistry Achievement And Attitudes Toward Science“. Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607413/index.pdf.
Der volle Inhalt der Quelle#8217
understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Genç
Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was conducted during May of 2005. The groups were selected from eight 9th grade classes of Genç
Osman High School randomly. The students are at the ages between 14 and 16. The group which was assigned as experimental group was instructed by multiple intelligences theory based instruction (MITBI) whereas the other group was traditionally instructed. This experimental study took a period of three weeks. To determine the effectives of multiple intelligences based instruction over traditional science instruction, an achievement test about chemical bonding concept which consisted of 25 items were administered and an attitude scale toward chemistry developed by Geban et al., was applied. Science Process Skill Test was administered to investigate the relationship between the students&
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science process skills and their achievement. For the statistical analysis, t-test, and Analysis of Covariance (ANCOVA) were used. The results showed that students who were instructed by multiple intelligences theory based instruction were achieved higher than the ones which were instructed by the traditional science instruction about chemical bonding concept. There was also a significant difference between the students instructed with Multiple Intelligences Theory Based Instruction (MITBI) and the students instructed with traditional science instruction (TSI) with respect to the attitudes of students toward chemistry. There was no significant difference between the attitudes and achievement of female students and that of male students. Students&
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science process skills had no greater contribution to their success.
Arthur, Debbie. „THE EFFECT OF INQUIRY-BASED INSTRUCTION ON STUDENTS' PARTICIPATION AND ATTITUDES IN A THIRD GRADE SCIENCE CLASSROOM“. Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3660.
Der volle Inhalt der QuelleM.Ed.;
Department of Educational Studies
Education
K-8 Mathematics and Science Education
Baker, David A. „A study of the effect of culture on the learning of science in non-Western countries“. Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/444.
Der volle Inhalt der QuelleSasser, Selena K. „EFFECT OF STRUCTURE IN PROBLEM BASED LEARNING ON SCIENCE TEACHING EFFICACY BELIEFS AND SCIENCE CONTENT KNOWLEDGE OF ELEMENTARY PRESERVICE TEACHERS“. OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/846.
Der volle Inhalt der QuelleDixon, Carmen S. „The Effects of "Girls in Science Day" on Middle School Girls' Attitudes and Interests in Science“. Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426669449.
Der volle Inhalt der QuelleClark, Andrea Rae. „Effects of Integrating Mathematical Concepts Into An Animal Science Curriculum“. DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1950.
Der volle Inhalt der QuelleBell, Elizabeth, Wesley Wehde und Madeleine Wiens-Strucky. „Supplement or Supplant? Estimating the Effect of State Lottery Earmarks on Higher Education Funding“. Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7864.
Der volle Inhalt der QuelleBardwell, Tina. „Gamification with leveling up: Effects on learning science and motivation toward learning science“. Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592234236072612.
Der volle Inhalt der QuelleBermudez, Julia V. „Examining the effects of physics second on high school science achievement“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527677.
Der volle Inhalt der QuelleIn 2007 Pioneer High School, a public school in Whittier, California changed the sequence of its science courses from the Traditional Biology-Chemistry-Physics (B-C-P) to Biology-Physics-Chemistry (B-P-C), or "Physics Second." The California Standards Tests (CSTs) scores in Physics and Chemistry from 2004-2012 were used to determine if there were any effects of the Physics Second sequencing on student achievement in those courses. The data was also used to determine whether the Physics Second sequence had an effect on performance in Physics and Chemistry based on gender.
Independent t tests and chi-square analysis of the data determined an improvement in student performance in Chemistry but not Physics. The 2x2 Factorial ANOVA analysis revealed that in Physics male students performed better on the CSTs than their female peers. In Chemistry, it was noted that male and female students performed equally well. Neither finding was a result ofthe change to the "Physics Second" sequencing.
Mirkin, Philip Joshua. „The effect of holistic artistic devices on learner interest in Grade 9 Chemistry“. Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65445.
Der volle Inhalt der QuelleDissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted
Harris, Patricia Jayne. „The relationship between stress and retention within science undergraduates, their use of support and the potential remedial effect of stress education“. Thesis, Edinburgh Napier University, 2016. http://researchrepository.napier.ac.uk/Output/453554.
Der volle Inhalt der QuelleRhodes, Ashley E. „The effect of teacher designed multimedia on student comprehension and retention rates within introductory college science courses“. Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15513.
Der volle Inhalt der QuelleDepartment of Curriculum & Instruction
Margaret Gail Shroyer
Compared to other nations, fewer American students are pursuing and completing degrees within the science, technology, engineering, and mathematics (STEM) fields. For the United States to remain competitive, the development of novel instructional techniques designed to reach students who might otherwise be lost from these majors is imperative. This study examined the use of teacher designed multimedia within an introductory STEM course. Quantitative methods were used in a real classroom setting to examine the relationship between the use of multimedia and the amount of information students comprehended and retained when learning photosynthesis. Also, the relationship between the use of multimedia and the learning gains of female students within introductory STEM courses was examined, as their participation within the STEM fields has historically been low. Qualitative methods were employed to discern which multimedia features students and instructors found the most beneficial regarding the presentation of complex and abstract scientific concepts. Using a quasi-experimental, design-based research approach, it was determined that the use of simple animations and corresponding narration increased student learning gains compared to the use of static pictures and text. This finding aligned well with theories regarding multimedia learning and its use of dual coding for reducing cognitive load. The value of multimedia for learning gains was greatest for females with lower prior knowledge levels, as defined by performance on a pre-test. However male students with low prior knowledge benefited, although not to the same degree as females. In agreement with the fundamentals of constructivism, this finding supported the idea that basic schema construction is paramount for increasing comprehension. Results from the qualitative portion of the study indicated that students prefer multimedia over static text and pictures because: 1. Complex processes can unfold in motion while being described verbally 2. Schema construction is guided by a trusted source, and 3. Small chunks of information can be presented yet tied together in a larger sequence.
Meier, Lori T. „The Effect of School Culture on Science Education at an Ideologically Innovative Elementary Magnet School: An Ethnographic Case Study“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5887.
Der volle Inhalt der QuelleHorn, Maike L., und University of Lethbridge Faculty of Education. „Girls in science : the effect role models have on student interest / Maike L. Horn“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2011, 2011. http://hdl.handle.net/10133/3123.
Der volle Inhalt der Quellexiv, 247 leaves ; 29 cm
Baker, David A. „A study of the effect of culture on the learning of science in non-Western countries“. Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12090.
Der volle Inhalt der Quelleeducation for indigenous, non-Western students.
Villalta-Cerdas, Adrian. „Development and Assessment of Self-explaining Skills in College Chemistry Instruction“. Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5323.
Der volle Inhalt der QuelleHuling, Milton David. „The Effect of Teachers' Epistemological Beliefs on Practice“. Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5044.
Der volle Inhalt der QuelleHolleman, Margaret Ann Phillip. „Effects of academic-industry relations on the professional socialization graduate science students“. Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/282896.
Der volle Inhalt der QuelleBoudalia, Mohamed. „Effect of Early Exposure to Technology on Student Satisfaction with Online Education“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5166.
Der volle Inhalt der QuelleLeinweber, Chay. „A Retrospective Survey of College Biology Majors on the Effect of Educational Laboratory Practices and Outdoor Field Experiences on Degree Retention, Interest, and Motivation in Biology“. Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10808769.
Der volle Inhalt der QuelleThe goal of this study is to determine where interest in biology is created, reinforced, or diminished in education. The online, Qualtrics created survey was launched on October first, 2017 until October twenty-fifth, 2017 to students enrolled as freshmen in the biology program, undergraduate seniors in the biology program, and graduate students of the biology program. There were 197 participants in all, and they were asked to respond retrospectively to a variety of questions dealing with their background, interest, and motivation in biology. Results from the survey questions were grouped and analyzed based on six research questions of the study and the hypotheses from these were supported, partially supported, or not supported. We determined that: (1) subjects' perceptions of hands-on lab classes, field work, outdoor experiences and research all helped push college students to pursue a college biology degree; (2) subjects did not attribute their decision to study the field of biology to their family members, but did attribute their decision to other significant people in their lives with strong biological experience, degrees, or expertise; (3) subjects did not believe that other content-related, nontraditional experiences such as STEM camps, community service opportunities, and research opportunities had a positive influence on their desire to go into biology or assisted them in learning in the college biology curriculum; (4) subjects believe that college courses with hands-on activities, classes with labs, field work, outdoor labs and undergraduate research will help them to succeed or persist in their college biology degree; (5) subjects believe that biology labs positively influence their self-confidence in biology and help them better perform in science; (6) subjects do not believe the best protocols in laboratories are inquiry-based, as compared to step-by-step methods.
Ditmore, Devin Alan. „Effect of Modeling Instruction on Concept Knowledge Among Ninth Grade Physics Students“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2207.
Der volle Inhalt der QuelleAshley, Samuel. „The effects of informal science education on students' attitudes and academic performance“. Master's thesis, Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002166.
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