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Dissertations / Theses on the topic 'Science curriculum'

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Published: 4 June 2021
Last updated: 16 July 2024

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1

Koosimile, Anthony Tsatsing. "Science curriculum implementation in Botswana." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/9794/.

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2

Geller, Harold. "Astrobiology the integrated science curriculum." Saarbrücken VDM Verlag Dr. Müller, 2005. http://d-nb.info/991461398/04.

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3

Adal, Elif Ece. "Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612948/index.pdf.

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4

Easterly, Anita. "Does the Program of Master of Science in Biomedical Sciences in Medical Sciences atThe University of Toledo Enhance Training for Medical School? A Quantitative Study ofPre-Clinical Medical Students’ Academic Preparation and Perceptions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1575384107073827.

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5

Walker, Peggy Skilling. "A Curriculum for Gifted Secondary Science Students." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/320.

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What curriculum can be developed which would provide enrichment for gifted secondary science students, integrate the science disciplines, and provide a format for research? The purpose of this project is to develop a curriculum which would provide enrichment for gifted secondary science students, integrate the natural science disciplines, and provide a format for student research.
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6

Gower, D. M. "Pathways to understanding science." Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377746.

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7

Livingston, Tori M. "Science curriculum modifications an urban and suburban comparison /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1154090569.

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8

Hess, Eleanor B. "A Middle School Standards-based Science Curriculum Handbook." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/HessEB2005.pdf.

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9

Wong, Maria Wan-Yin. "Evaluation of a biomedical science clinical training curriculum." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/2832/.

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The thesis is concerned with quality in clinical education. It explores issues pertaining to the effectiveness of a biomedical science clinical training program through an evaluation. The aim is to gather and analyze program data for the improvement of student learning. Mixed methods including self-completion questionnaires and semi-structured interviews were used to explore students' and clinical teachers' perceptions in the domains of clinical teaching, student learning, organization of the program and personal gain. Two questionnaires were developed for data collection on two consecutive cohorts of students of the Hong Kong Polytechnic University and clinical teachers from various training hospitals. Interviews with laboratory managers were used to support quantitative data of the questionnaires. Analyses of data from the first cohort revealed some deficiencies in the program including communication of goals to students, practice opportunities, shortage of clinical teaching staff, lack of initiatives from students, and inadequate communication between academics and laboratory teaching staff in the first phase of the study. The findings were reported to both academic and clinical teachers. Measures were taken to resolve these issues such as a comprehensive pre placement briefing for the students, to encourage clinical teachers to adopt different teaching strategies to foster student learning. Post training perceptions between the two cohorts were not significantly different in the second phase of the study except a slightly higher rating in the category of practice opportunities. It appeared that the intervention had not produced large effects. However, the results with implications were presented to the university, hospitals and students for further enhancement of student learning. It is through this continuous feedback mechanism that effectiveness of the program can be sustained.
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LIVINGSTON, TORI M. "SCIENCE CURRICULUM MODIFICATIONS: AN URBAN AND SUBURBAN COMPARISON." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1154090569.

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11

Robertson, Cathy. "Restructuring High School Science Curriculum: A Program Evaluation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/270.

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One rural Midwestern high school discovered a discrepancy among school, state, and national science skill attainment, verified by ACT scores. If students do not acquire vital science skills, they may not perform proficiently on science tests, thus impacting future college options. Inquiry based instruction and constructivism provided the basis for the theoretical framework. This study questioned associations between ACT scores, inquiry science technique usage, and ACT standard usage (Phase 1), and teachers' views on science instruction (Phase 2). This sequential explanatory mixed methods program evaluation included 469 ACT scores, surveys sent to 9 science teachers, and 8 interviews. Phase 1 used the inquiry science implementation scale survey and an ACT college readiness standards workbook to determine proportional associations between datasets. Descriptive statistics, one-sample t tests, and binomial tests were used to analyze Phase 1 data. Phase 2 interviews augmented Phase 1 data and were disassembled, reassembled, and interpreted for parallel viewpoints. Phase 1 data indicated that teachers use a slightly above average amount of inquiry and science ACT standards in the classroom; however, most science students did not test above the curriculum and there were inconsistencies in standards covered. Phase 2 data revealed teachers need time to collaborate and become skilled in inquiry methods to rectify the inconsistencies. The project was an evaluation report. This study will foster positive social change by giving the district a plan: adapt the science curriculum by integrating more ACT and inquiry standards and participate in more professional development that applies inquiry as a tool to increase science skill proficiency, thus generating locally competitive students for college and the workforce.
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12

Petersen, Neal Theo. "Inkorporering van die omgewing in die wetenskapkurrikulum : ‘n gevallestudie met ‘n tros skole." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3368.

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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006.
This study investigates the degree to which Physical Science teachers (grades 10-12) are ready for the implementation of the new curriculum (NCS) and to what degree they, as well as the grade 9 Natural Science teachers, are capable of incorporating environmental issues in the curriculum. Data was collected by means of questionnaires and semi-structured interviews.
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13

McColl, Paul. "A curriculum design framework for science education based on the history of science /." Connect to thesis, 2003. http://eprints.unimelb.edu.au/archive/00000604.

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14

BARBOSA, ANNA CAROLINA AYRES PEREIRA. "SCIENCE TEACHING AND CULTURAL PLURALITY: SCIENCE TEACHERS AND MULTICULTURAL ISSUES INSIDE THE CURRICULUM." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15718@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Diante do momento marcado pela transição paradigmática entre a Modernidade e a Pós-modernidade, como estariam posicionadas as concepções de ciência de professores/as de ciência/biologia nesse cenário? Quais suas posições diante da reformulação curricular da década de 90 após a divulgação do PCN de Ciências Naturais e temas transversais? Como as principais temáticas multiculturais raça, gênero e orientação sexual estão apresentadas no discurso de professores/as de ciências/biologia? Este trabalho apresenta uma pesquisa, que tem buscado entender como os/as professores/as de ciências naturais e biologia de uma escola de elite da zona sul da cidade do Rio de Janeiro representam o conhecimento científico, o currículo de ensino de ciências e suas possíveis implicações com as questões centrais do multiculturalismo (raça, gênero e orientação sexual). Para tanto, optou-se por uma pesquisa qualitativa, através de dois instrumentos: (1) análise documental do PCN de Ciências e temas transversais e (2) entrevistas semi-estruturadas. Neste trabalho, verificou-se uma tendência dos discursos desses/as professores/as de oscilarem entre uma visão tradicional moderna e uma abordagem mais pós-moderna de ciência. Essa postura, identificada inclusive no tratamento das temáticas multiculturais selecionadas, estaria de acordo tanto com as propostas curriculares dos PCN quanto como um reflexo do período de transição paradigmática em que estamos inseridos. O trabalho de pesquisa visa contribuir com a reflexão sobre os possíveis avanços e limites de uma epistemologia multicultural (pós-moderna) no ensino de ciências.
As we face a period characterized by a paradigmatic transition between Modernity and Post-Modernity, how would the science conceptions of science/biology teachers fit in this scenery? What would be their positions regarding the curricular reformation set in the 90`s after the publication of the PCN of Natural Sciences and transversal themes? How the main multicultural themes race, gender and sexual orientation are presented inside their speech? This work presents a research which has seek to comprehend how the science and biology teachers from an elite school at Rio de Janeiro represent scientific knowledge, science curriculum and their possible implications concerning the main multicultural issues (race, gender and sexual orientation). Therefore, it has been chosen a qualitative research using two instruments: (1) documental analyses of the Natural Sciences PCN and transversal themes and (2) semi-structural interviews. It was evident a tendency among the teachers discourses to oscillate between a more traditional and modern science view and a more post-modern approach. This kind of posture that was also identified regarding the multicultural issues would be in agreement with both the curricular proposals inside the PCNs and as a reflection of the transitional period in which we are immersed. This work aims to contribute with the debate regarding possible progress and limits of a multicultural (post-modern) epistemology inside science teaching.
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15

Pomerantz, Jeffrey, Barbara M. Wildemuth, Seungwon Yang, and Edward A. Fox. "Curriculum Development for Digital Libraries." Association for Computing Machinery, 2006. http://hdl.handle.net/10150/106056.

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The Virginia Tech Department of Computer Science (VT CS) and the University of North Carolina at Chapel Hill School of Information and Library Science (UNC SILS) have launched a curriculum development project in the area of digital libraries. Educational resources will be developed based on the Computing Curriculum 2001. Lesson plans and modules will be developed in a variety of areas (that cover the topics of papers and conference sessions in the field), evaluated by experts in those areas, and then pilot tested in CS and LIS courses. The authors are seeking instructors, schools, and departments interested in developing, implementing, and/or evaluating these educational materials.
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16

Lewis, Sharon, and University of Lethbridge Faculty of Education. "Using telecommunications to enhance the grade 8 science curriculum." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/31.

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The primary objective of this study was to implement a project that utilizes telecommunications as a tool to enhance the grade eight science curriculum. The process of becoming prepared to undertake this study was examined and documentd so that teachers in all subject areas at all grade levels could use it as a guide for similar projects. It was proposed to do this by conducting a collaborative project in which the students would use the scientific method to develop research questions that could be used to discover why the incidence of asthma is so high in Central Alberta. These questions would be sent out to schools across Canada and then the data would be analyzed and interpreted. The results would be shared with all participants as well as asthma researchers. The study met with many barriers whcih impeded the progress as well as made it impossible to fulfil the original goal of having the students collaborate with the experts and contribute their own research to the field. Whe embarking on a new project using technology it is inevitable that there will be barriers. Through repeated reconnaissance we were able to adjust our goals and still pursue very worthwile, but very different computer and telecommunications projects. The students attitudes towards learning science, science in society and computers were measured by pre and post surveys. The findings showed that the students were aware of the importance of all these factors in their lives. Without completing the asthma study, it is impossible to know how much of a difference there would have been in the results. The qualitative results showed very clearly that computers are a motivator for students. They enjoy working on them and the challenge they present. Many of them will do extra homework so that they can take advantage of every opportunity to work on the computer. Unfortunately, many teachers do not have the time or support to learn enough about the Internet/Schoolnet and what is available to take full advantage of what is has to offer our students and ourselves. For the most part, there are few teachers in each disrict becoming involved. This will change over time only if there is a support system in place and the pioneers share what they have learned. We cannot run the risk of the forerunners becoming discouraged and giving up. The Internet is a global community. For that community to grow and flourish we must share what we have learned and provide the means to make the path smoother for those who follow. Through this study, the projects have been documented and resources have been prepared that are intended to help others get online and access a wide variety of resources that are sure to enhance all programs and professional development.
xiii, 228 leaves : ill. ; 28 cm.
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17

Henry, Brenda. "Constructivism and the developing science curriculum in Further Education." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342436.

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18

Mork, Kirsten L. "Evaluating Creative Choice in K-12 Computer Science Curriculum." DigitalCommons@CalPoly, 2019. https://digitalcommons.calpoly.edu/theses/2038.

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Computer Science is an increasingly important topic in K-12 education. Ever since the "computing crisis" of the early 2000s, where enrollment in CS dropped by over half in a five year span, increasing research has gone into improving and broadening enrollment in CS courses. Research shows the importance of introducing CS at a young age and the need for more exposure for younger children and young adults alike in order to work towards equity in the field. While there are many reasons for disinterest in CS courses, studies found one reason young adults do not want to study CS is a perception of it being tedious and lacking opportunities for creativity. Making more creative assignments is one way to try and engage more students who may not feel like stereotypical computer scientists. This thesis focuses in on the effects of creative choice in CS curriculum on students' self-efficacy, engagement/preferences, and performance. It aims to capture the effects of creative choice on a range of K-12 students of varying demographics in order to make CS more accessible for everyone. The first half of the thesis experimentally validates the effects of creative choice in existing 5th grade CS classes. We created two variants of worksheets for the students - creative worksheets and rigid worksheets. After distributing these worksheets, surveys, and quizzes, we found students still feel a sense of ownership with limited versions of creative choice and benefit from a blend of creative and rigid instructions. In addition, student performance was not affected by our different treatments. The second half of the thesis adapted and launched the fifth grade curriculum to a new demographic, teaching the course to Juvenile Hall students. Student surveys and reports from their teacher showed this class had a positive impact and was well received by students and staff. We found students would prefer a longer class next iteration, as this one only extended five weeks. Future work will be needed to experimentally evaluate the specific impact of creative choice in this new demographic.
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19

Salyer, Barbara Ann. "Traversing the educational ladder : perspectives on science curriculum reform /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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20

Bryan, Jenelle Sue. "Environmental science curriculum for eleventh through twelfth grade classes." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1508.

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21

Middleton, Lesley Ann. "An interpretative journey into constructivism and primary science curriculum." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/905.

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The principle focus of this study has been a reflection on my planning methodology since 1988. Teachers planning from 19882002 was predominantly individual and was aided by the gradual introduction of State and Commonwealth produced documents. These documents assisted in topic choices and assessment outcomes.Important influences transformed my planning. The first occurred in 1996 and the second in 2002. In 1996 I was involved in the production of a resource kit for teachers titled, Its Working Career and Work Education, Kindergarten to Year 8. During the compilation of this resource kit my planning incorporated the 1995, Teaching and Learning in Science Planning Guide, which resembled constructivism by building knowledge and understanding. In 2002 the curriculum in Tasmanian State Schools was transformed with the introduction of the Essential Learnings Framework 1 and 2. This curriculum innovation had implications on teachers planning methodology with a strong emphasis on collaborative planning.Studies and critiques of environmental units were undertaken in 2000, 2003 and 2004 to ascertain the effectiveness of my planning methodology. The underlying principles of constructivism provided a lens to improve perceived deficiencies in my classroom practice. The inclusion of the Constructivist Learning Environment Survey (CLES) assisted in making constructivism visible. A strong purpose therefore evolved from the study; a more effective planning methodology.
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Middleton, Lesley Ann. "An interpretative journey into constructivism and primary science curriculum." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16618.

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The principle focus of this study has been a reflection on my planning methodology since 1988. Teachers planning from 19882002 was predominantly individual and was aided by the gradual introduction of State and Commonwealth produced documents. These documents assisted in topic choices and assessment outcomes.Important influences transformed my planning. The first occurred in 1996 and the second in 2002. In 1996 I was involved in the production of a resource kit for teachers titled, Its Working Career and Work Education, Kindergarten to Year 8. During the compilation of this resource kit my planning incorporated the 1995, Teaching and Learning in Science Planning Guide, which resembled constructivism by building knowledge and understanding. In 2002 the curriculum in Tasmanian State Schools was transformed with the introduction of the Essential Learnings Framework 1 and 2. This curriculum innovation had implications on teachers planning methodology with a strong emphasis on collaborative planning.Studies and critiques of environmental units were undertaken in 2000, 2003 and 2004 to ascertain the effectiveness of my planning methodology. The underlying principles of constructivism provided a lens to improve perceived deficiencies in my classroom practice. The inclusion of the Constructivist Learning Environment Survey (CLES) assisted in making constructivism visible. A strong purpose therefore evolved from the study; a more effective planning methodology.
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23

Heywood, David Stewart. "Interpretation and meaning in science education : hermeneutic perspectives on language in learning and teaching science." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311037.

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24

Honeycutt, Scott R., Karin Keith, Huili Hong, Renee Rice Moran, and Jody LaShay Jennings. "Closing Thoughts on Science Literacy Integration." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4734.

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25

Mackenzie, William Colin. "Applied science in the curriculum : The case of industrial science 12 in British Columbia." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28426.

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This study investigates the disjunction between macro-level policy decisions concerning the curriculum and the lived experience in the schools resulting from those decisions. The specific case of Industrial Science 12 - a senior secondary applied science introduced in British Columbia in 1965 - is examined in some detail as an instance of this disjunction. Data for this study were gathered through archival searches and personal interviews. The archives of the former British Columbia Shop Teachers' Association and the personal papers of Professor Harry Cannon were the main sources of printed data. Personal interviews were conducted with members of the Course Development Committee, former Department of Education officials, School Board Supervisors, Shop Teachers' Association excecutive members, and teachers of the course. The British Columbia educational milieu of that time is examined, including the effects of international curriculum development projects, the Royal Commission on Education (1960), and the Technical and Vocational Training Assistance Act (1961). The deliberations of the Department of Education and, more particularly, the Course Development Committee, are scrutinized. The reaction of the British Columbia Shop Teachers' Association to the course is analyzed. The brief existence of Industrial Science 12 in the schools of British Columbia is described. Finally, conclusions are advanced to explain the difficulties the course encountered, and implications for future curriculum development in this area are discussed.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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26

Phiri, Absalom Dumsell Keins. "Exploring the Integration of Indigenous Science in the Primary School Science Curriculum in Malawi." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26777.

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Moving out of theoretical academic constructs, the indigenous movement has attracted the attention of the Malawian education system to explore the value for contextualizing science by way of indigenous technologies. This is a milestone decision but the beginning is not smooth. However, indigenizing the curriculum has a promise of hope to invigorate science educators to pursue the search for the science out of indigenous technologies out of the â taken for grantedâ and â place-basedâ traditional knowledge systems. This is only the beginning of the journey in pursuit of local sciences that bear a promise for sustainability in development without relying exclusively on the outcomes of globalization. This study sought to unravel the issues that surrounded implementation of ground braking primary school science and technology curriculum, which has integrated indigenous knowledge in the learning of science. Commencing prior to the implementation of the new curriculum, this was a pilot study strategically conceptualized and timed to inform the curriculum developers and other stakeholders about issues to pay attention to as the curriculum implementation process unfolds. The study revealed that teachers are likely to face multiple challenges stemming from the design of the curriculum, teachers background knowledge in academic science, pedagogical knowledge, and cultural foundations. The outcome of teaching was negatively affected by the design of the curriculum, teachersâ knowledge of science, and attitudes toward indigenous knowledge. Recommendations for improving the integration of indigenous knowledge and science in the curriculum include the need to better articulate the scientific principles involved in indigenous technologies and to involve learners in meaningful â practical workâ in science lessons, supported by further research.
Ph. D.
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Jennings, LaShay, and M. Boram. "Picture Perfect Science in Action!" Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3446.

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Keith, Karin J., Huili Hong, Renee Rice Moran, and LaShay Jennings. "No Time for Science: Science, Reading and Language Arts Joined at the HIIP." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/991.

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Elementary teachers find little time to address hands-on, integrated, inquiry, problem-based (HIIP) learning during science; choosing instead to read non-fiction texts. HIIP learning, along with non-fiction texts, helps students construct understandings about an increasingly global and technological world. Presenters in this panel will share interactive ways to address HIIP learning with reading/language arts through the use of testable questions, text-sets, mentor texts, and dialogic meetings that effectively engage all participants in dynamic, democratic, and reflective conversations about their learning processes, experiences, and outcomes.
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Irwin, Allan R. "Researching the use of historical case studies in secondary school science." Thesis, University of Surrey, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326818.

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Krehbiel, Matthew D. "Science is as science does : aligning teaching philosophy, objectives, and assessment." Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/191.

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Ntoi, Litšabako. "Incorporating technology into the Lesotho science curriculum: investigating the gap between the intended and the implemented curriculum." Thesis, University of the Western Cape, 2007. http://hdl.handle.net/11394/1985.

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Philosophiae Doctor - PhD
The inclusion of technology in the school curriculum has been a concern in many countries following the 1990 Jomtien World Conference on Education for ALL (Jenkins, 1996). However, there are different perspectives and views about technology education. As a result technology has been included in the school curriculum in varied ways.In recognition of the importance of technology in economic development, Lesotho has attempted to include technology in the school curriculum by incorporating science and technology. This study evaluated the Lesotho science curriculum which incorporates technology. The evaluation study is based on the framework first proposed by Stake (1967). Stake’s model addresses the relationship between the intended curriculum and the implemented curriculum (Stenhouse, 1988). In this study the intended curriculum is defined as the curriculum plan as depicted in the curriculum materials such as the syllabus, the examinations questions papers and the textbook which was used as an exemplary material for teaching the science-technology curriculum. The implemented curriculum is viewed as what actually happened at school level as teachers tried to interpret the curriculum developer’s plan. Although Stake’s model served as a guide in the collection and analysis of empirical data, other theoretical areas supported it. These included Gardner’s (1990) approaches to the incorporation of science and technology; the constant comparative approach (Merriam, 1998); and some aspects of curriculum theory, particularly curriculum development and curriculum evaluation as espoused in the works of certain scholars (e.g. Ornstein and Hunkins, 2004; Stenhouse, 1988). The study was designed as a multiple-site case study (Merriam, 1998). The sites where in-depth study of the implemented curriculum was done were four high schools in Lesotho. The intended curriculum was mainly examined by analysing the curriculum materials such as the syllabus, the examinations question paper and the textbook. The methods that were used for collecting the data were interviews, classroom observations, document analysis, and the achievement tests.
South Africa
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Ertugrul, Erkan. "Computer-aided course enrollment system for Computer Science Curriculum Office." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA296129.

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Talley, Nancy Hoggard. "The effect of SAS curriculum pathways on student science achievement." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/talley/TalleyN0811.pdf.

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In this investigation SAS Curriculum Pathways, an online technology based curriculum, was implemented with the purpose of improving student achievement. SAS Curriculum Pathways provided a curriculum-based technology learning experience to both individual and group work settings. Student performance on summative assessments did not show marked improvement following the treatment. Students demonstrated and expressed more positive attitudes toward science.
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Colfax, Erin. "The impact of infusing science poetry into the biology curriculum." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/colfax/ColfaxE0812.pdf.

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As concrete as science is, it is a subject matter that is often difficult to understand because of the multifaceted concepts and technical vocabulary that is deeply rooted in the essence of the subject matter. Frequently, advanced science is studied in a closed environment where access to experiences is limited. This lack of accessibility forces a need for a more tangible means to help learners develop and anchor theoretical constructs. The use of poetry in the science classroom may be one such way to inform, engage and enhance students' understanding of abstract and complex scientific concepts. The descriptive techniques that are shared by science and poetry allow for creative, critical, and metaphoric thinking. Public high school honors biology students from Morristown High School were enrolled as participants in this study. This study was two-fold; Part I focused on determining the impact of infusing science poetry into the biology curriculum. Results were analyzed using a Two-Tailed Independent t-Test at alpha=.05. Part II focused on the use of scientific poetic response as a summative assessment method to replace the traditional essay assessment. Results were assessed using a study-specific rubric and a Two-tailed Dependent t-Test for Paired Samples that compared each student's mean essay scores to their mean poetry scores at alpha=.05. Also, Pearson's Correlation Coefficient (r) was utilized to establish any relationship between essays and poetic response assessments. This research demonstrated that there are some intersections and interactions across science and poetry that may assist students in comprehension of difficult abstract scientific material. Science poetry appears to be a tangible means to help learners develop and anchor theoretical constructs. The use of poetry in the biology classroom can inform, engage and enhance some students' understanding of abstract/complex scientific theories, concepts, and technical vocabulary. Offering learners an opportunity to reveal their understanding of complex biological concepts through scientific poetic response may just in fact be the much-needed scientific conceptual metacognitive summative assessment that many students and teachers have come to need. It is recommended that future research be conducted with a larger and more diverse population to further confirm affirmation of this study.
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Pope, Cynthia Elaine. "Integrating the use of Vernier interface into the science curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0035/MQ47467.pdf.

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Wong, Kin-hang, and 黃健行. "Implementation of problem-based learning in junior secondary science curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193087.

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Recent curriculum reforms in Hong Kong emphasize learning how to learn, inquiry, collaboration, and similar capabilities. Problem-based learning (PBL) seems an appropriate approach for addressing these new requirements. However, little is known about the use of PBL in secondary (middle) schools, particularly in East-Asian countries in which Confucian-heritage values influence learning approaches. Therefore, the goal of this research was to provide a systematic account of an attempt to implement PBL in Form 1 (Grade 7) Integrated Science classes. The study investigated the teachers’ pedagogical actions, the aspects of the PBL environment that helped to motivate students in science learning, their pattern of discourse for science development and the possible differences of their learning outcomes compared with PBL and conventional learning conditions. A quasi-experimental and mixed-method approach was employed to gather data from two experimental classes (n = 62) and two control classes (n = 63). Data sources included field notes of classroom observations, audio recordings of students working in small groups on their PBL problems, interviews with teachers and students, and science tests administered immediately prior to each instructional unit (pre-test), at the conclusion of each unit (post-test), and before the school term ended (delayed post-test). The study has five main findings: (1) PBL teachers used different strategies to help students who were new to PBL to adapt to the new pedagogical practice, to facilitate group confrontation, and to help students become self-directed learners. (2) Choice, challenge, control and collaboration seem to have motivated students’ learning in the PBL classrooms. (3) Disagreements about the problem situations stimulated task-related cognitive activity and resulted in academic progress. (4) Students’ questions during collaboration facilitated learning by directing their’ inquiry and expanding their thinking. (5) Science test results show that the PBL group performed at least as well as the traditional learning group in knowledge acquisition, and that PBL helped the high achievers to retain information better than their peers in the traditional learning group. The study provides valuable information that shows how PBL can work in secondary school science classrooms. Implications for future research on PBL, and its practice in secondary school science, are also outlined.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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37

Brunton, Gregory. "THE EFFECTS OF INTEGRATING TECHNOLOGYINTO AN 8TH GRADE SCIENCE CURRICULUM." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3703.

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The growing need for technological literacy has increased its presence in public classrooms more than ever before. The purpose of this research study was to study the effects of technology integration on student achievement and attitudes toward science and technology. The participants in this 18-week study involved the 86 8th grade students at Winding Hills School in Orlando, Florida. Data were collected using a pre and post vocabulary assessment, weekly vocabulary quizzes, student attitude surveys, student and parent correspondence as it relates to the study such as parent notes and e-mails, and classroom observation notes. Several conclusions were made. The effects of technology on student performance as originally planned was inconclusive in this study. It was found that there was no correlation between typing assignments and student performance. Students felt that technology increased their academic performance. Students had positive attitude towards science class though the percentage decreased during the study. Students enjoyed using technology, saw it as a benefit, felt it helped them with publishing and improved their attitudes towards technology.
M.Ed.;
Department of Teaching and Learning Principles
Education
K-8 Mathematics and Science Education
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38

Trend, Roger David. "Earth science and physical geography in the secondary school curriculum." Thesis, University of Exeter, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280451.

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Lee, Hyonyong. "A case study of science curriculum integration : Earth systems approach /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486462067842804.

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40

Yunus, Hashimah Mohd. "Primary science in Malaysia : the implementation of a new curriculum." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/3089/.

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This thesis investigates the implementation of the science curriculum in Malaysian primary schools. The study is concerned primarily with teachers' pedagogical content knowledge as a crucial determinant of teaching performance in implementing the new curriculum. The research involved the administration of a questionnaire to seven states in Malaysia to seek information regarding the implementation of the primary science curriculum. The main body of research data consists of case studies of 14 teachers. Teachers' pedagogical content knowledge and its influence of the implementation of the primary science curriculum were analysed on the basis of interviews and classroom observations. The lack of science pedagogical content knowledge is indeed a problem for teachers in implementing the curriculum. That knowledge is limited and constrained by other contributing factors - science instructional needs, especially the constructivist view of science teaching; knowledge of the ways in which children learn science; and the lack of resources and support. Teachers' belief in the subject and its teaching also affect the implementation. In the light of these constraints, it would be more appropriate to identify the necessary science pedagogical content knowledge, within the primary science curriculum, that teachers need to acquire in order to implement the curriculum as the developers intended. The key question, in the Malaysian primary school context, is how science pedagogical content knowledge is to be generated and disseminated. In-service teacher education is essential if there is to be an impact in the shorter term. Another question is the kind of initial training that will be fruitful and effective and worth investing in. Conceptual understanding and science pedagogical knowledge and skills are two promising areas of teachers' understanding of the curriculum that could be developed when planning in-service provision for Malaysian primary science education. An explicit examination to teachers' beliefs about science and the teaching and learning of science is also required in pre-service and in-service courses.
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Sorensen, Kathryn Hassell. "The influence of curriculum structure on retention of science majors /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008449.

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42

Slaughter, Jeanne Marie 1968. "Content construction: How content becomes curriculum in secondary science classrooms." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282735.

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This study investigated the factors that influence two secondary teachers' planning and teaching when incorporating newly acquired genetics content into their existing curriculum. Data included transcriptions of six audio taped interviews, field notes from two summer content courses and eight classroom observations, classroom documents such as work sheets, and content and pedagogical diagrams completed prior to and immediately following the two summer content courses. Data were analyzed and used to construct three cases: the case of content, the case of Natalie, and the case of June. The cases were combined for additional analysis. The cross case analysis aided in the identification of influential factors and the development of a model of secondary school curriculum influences. Factors found to influence teachers as they incorporate new content into their teaching can be divided into internal and external factors. Internal factors include: the teachers' past experiences with science, personal content knowledge, confidence, and beliefs about science, learning and science teaching. External factors include: students' abilities, time constraints, and physical classroom limitations. The findings suggest that the teachers' previous content knowledge and beliefs have the greatest impact in determining the new content a teacher will incorporate into her existing curriculum.
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43

Tobler, Emily. "A Needs Assessment of Arizona Agricultural Education Equine Science Curriculum." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7294.

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Like any other agricultural industry, many different career paths in the equine field are becoming more technologically advanced. To adapt to technological progress, current standards need to be integrated into school-based agricultural education courses to properly train and teach students about current industry standards. In addition to equine science curriculum development, emphasis must also be focused on providing assistance to secondary-school-based agriculture teachers so they can effectively teach industry-based equine science objectives in their programs. The equine curriculum objectives were measured in terms of perceived importance by equine professionals and post-secondary equine educators as well as Arizona school-based agriculture teachers. Further, the Arizona school-based agriculture teachers indicated their self-perceived ability to teach the objectives. Demographics for each group (equine industry professionals and Arizona school-based agriculture teachers) were also collected. A Borich needs assessment was calculated to prioritize areas needed for professional development of school-based agriculture teachers. Recommendations include the importance of bringing secondary-school-based agricultural education equine science curricula in line with industry standards. Further, providing professional development to secondary-school-based agriculture teachers is key to increasing teachers’ competence and ability to teach industry-based equine science.
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44

Clark, Andrea Rae. "Effects of Integrating Mathematical Concepts Into An Animal Science Curriculum." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1950.

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Nationwide, mathematical scores have been a topic of concern among elementary and secondary educators for many years. Decreasing math skills are also trickling into post-secondary education, requiring universities to provide additional remedial math instruction in colleges and universities. Studies have been conducted to discover the most effective pedagogical methods of teaching math. Teaching contextualized math has been found to be effective and includes providing a direct application to real-life scenarios rather than teaching linear equations and algebraic principles outside of their application. A study was conducted measuring the effects of integrating mathematical skills in an animal science curriculum. Eight Utah schools participated in the research study. Students received a pretest measuring their existing mathematical skills and self-efficacy in math. All students were taught a unit of instruction about animal nutrition and feeding. The control group received a typical nutrition unit and the treatment group received the same unit of instruction with the addition of mathematical skill integration. Students were taught to use the Pearson Square to calculate feed rations as well as solve basic equations to balance rations. Following the unit of instruction, students completed a posttest survey, which included a math attitudinal scale, posttreatment self-efficacy scale, and posttreatment math skills quiz. There was no statistically significant difference in math self-efficacy or math skills between the control group receiving a typical nutrition unit and the treatment group which received the math-enhanced unit of instruction. Correlational statistics were gathered and showed a strong positive relationship between students' self-efficacy and math skills. Gender, grade level, highest completed math class, and grade received in highest-level math class were not found to be statistically significant predictions of math skills. Highest level of math completed and overall grade point average were statistically significant factors in predicting math self-efficacy.
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45

Loveless, Linda H. "Staff development training for implementing a history-social science curriculum." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/848.

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46

Peers, Cheryl Elizabeth. "Teacher professional growth during implementation of a science curriculum innovator." Thesis, Queensland University of Technology, 2000.

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Science teaching in primary schools has been of concern for at least the last two decades. Despite the recognition of science as a key learning area, science teaching has a low status in the curriculum, and little effective instruction occurs. Within this context, a nev>' draft science syllabus (Queensland School Curriculum Council [QSCC], 1997), which uses constructivism as a referent, was trialled in 60 Queensland schools. Thus, the purpose of this research was to investigate how a professional development program designed to support syllabus implementation, impacts on the teaching of primary science. This support was intensive and involved close collaboration between the researcher and the teacher. As teacher development is a critical component of successful curriculum implementation, a carefully planned professional development program was created drawing upon the principles of constructivism. The professional development program had two parts: (1) workshops, and (2) follow-up support by the researcher. This support was intensive, and involved close collaboration between the researcher and the teacher. It was designed to assist a primary teacher to implement in the classroom, a unit of work based on the draft syllabus. An interpretative methodology was adopted to explore the professional growth of a primary school teacher over a three-month period. Four specific questions guided this study. First, in what ways does a teacher change his professional practice in response to a science curriculum innovation? Second, what changes occur in a teacher's beliefs about science, and the learning and teaching of science in response to a science curriculum innovation? Third, what are the supporting conditions for professional growth during the implementation of a unit of work based on a science curriculum innovation? Fourth, what are a teacher's concerns about the implementation of a unit of work based on a science curriculum innovation? A theoretical framework derived from the literature on teachers' practice and beliefs guided the analysis of data collected for questions one and two. To answer questions three and four, a grounded theory approach was used to identify the supporting conditions for professional gro'Art:h, and the concerns associated with the implementation of a constructivist-based unit of work. Four conclusions emerged from the study. First, with appropriate professional support, worthwhile changes to the teaching of primary science were found to be possible in a short and medium time frame. Second, it was found that teacher professional growth may be initiated by either a change in practice or a change in beliefs. Third, successful experiences in implementing a curriculum innovation, and a willingness to modify beliefs and practice ,vere found to be major factors in improving the teaching of primary science. Fourth, the provision of adequate support, and time for a teacher to engage with change and change processes, and to adopt new practices and beliefs, were found to be central to the effective implementation of a science curriculum innovation. A major outcome of this study is the development of a model of professional growth in primary science education, ,vhich identifies the key issues for syllabus implementation.
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Donnelly, Lisa A. "Indiana secondary students' evolution learning experiences and demarcations of science from non-science." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274916.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction in the School of Education, 2007.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2882. Adviser: Valarie L. Akerson. Title from dissertation home page (viewed Apr. 14, 2008).
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48

Lange, Alissa A., Lori T. Meier, R. Murphy, C. Clevenger, Q. Tian, and E. Shock. "To the Moon and Back: Exploring Space Science with Preschoolers." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5891.

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49

Tai, Chih-Che, Renee Moran, Laura Robertson, Karin Keith, and Huili Hong. "Handbook of Research on Science Literacy Integration in Classroom Environments." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu_books/172.

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Secondary schools are continually faced with the task of preparing students for a world that is more connected, advanced, and globalized than ever before. In order to adequately prepare students for their future, educators must provide them with strong reading and writing skills, as well as the ability to understand scientific concepts. The Handbook of Research on Science Literacy Integration in Classroom Environments is a pivotal reference source that provides vital research on the importance of cross-curriculum/discipline connections in improving student understanding and education. While highlighting topics such as curriculum integration, online learning, and instructional coaching, this publication explores practices in teaching students how to analyze and interpret data, as well as reading, writing, and speaking. This book is ideally designed for teachers, graduate-level students, academicians, instructional designers, administrators, and education researchers seeking current research on science literacy adoption in contemporary classrooms.
https://dc.etsu.edu/etsu_books/1192/thumbnail.jpg
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Tai, Chih-Che. "What Is Science for?" Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3303.

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