Tesi sul tema "Secondary school science education"
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Bewley, Samantha. "High School Computer Science Education". Thesis, Villanova University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426311.
Testo completoOne of the challenges in the field of computer science is teaching the subject at the high school level. Thirteen computer science teachers, one technology teacher and one department chair for technology were interviewed to determine how they thought computer science education could be improved at the high school level. The qualitative research addressed curriculum, professional development, educational computer science standards and frameworks, technology, and pedagogy. Institutional Review Board approval was obtained for the research. Nvivo was used to analyze the interviews. When the results were compiled, many teachers were concerned that there were low numbers of students interested in computer science. Having low numbers or students enrolled in computer science classes contribute to low numbers of computer science teachers. Different way to address these problems are proposed.
Thomas, Michael E. "Modeling Instruction in High School Science| The Role of School Leadership". Thesis, Chicago State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10684823.
Testo completoScience education has undergone multiple reforms over the years, yet each reform continues to produce little change in student success. The latest reform of the standards—Next Generation Science Standards (NGSS)—look to change that trend by focusing on what students can do, rather than just what they know. Modeling Instruction (MI) is one research-based pedagogy that is in alignment with the NGSS concepts of student-led classroom instruction. This proven strategy has been used across the U.S., but often in isolation, rather than as the routine classroom instruction throughout a school’s science department.
Changes in new teaching methods, such as those needed to implement MI or NGSS, are not easy for schools to make. They require entire organizations to shift their beliefs in how education appears, with students actively working and presenting content, while the teacher walks to the students, facilitating and asking questions. Leadership within the school can help this transition take place, by providing structures and processes that support others attempting to make changes in their practice. Effective leaders not only provide a plan, but they also create a supportive climate in which goals can be achieved.
This qualitative case study looked at the leadership of schools that have implemented MI across the science curriculum, which includes Biology, Chemistry, and Physics. Characteristics of the leaders, such as leadership style and structures, provided information on how to make a successful change in instruction. Data was collected via interviews with school leaders and school faculty, and observations taken at the school. This data was then coded to identify common themes and trends.
Results of this research showed that leadership played an important role in the implementation of MI in secondary science classrooms. Key attributes were provided by school leadership to help with the implementation. Professional development provided the staff with the tools needed to learn the techniques of the new methods. Time for collaboration was also given, which allowed the staff to help each other with any problems that had arisen along the way. Finally, support was given by the leadership when teaching staff had problems with their implementation. These characteristics allowed for the change from traditional instruction to MI at two high schools, while minimizing problems and creating an atmosphere, which inspired creativity.
Dowsell, T. "Industrial influences on secondary school science education since 1964". Thesis, University of Leeds, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381019.
Testo completoEkwunife, Joe A. "Technology and secondary school science education : how can non-formal education help?" Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257960.
Testo completoShaw, Andrew Dwight. "How high school science-related experiences influenced science career persistence". Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2005. http://etd.umsl.edu/r841.
Testo completoStejskal, Ryan. "Test-Driven Learning in High School Computer Science". Thesis, University of Nebraska at Omaha, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1554641.
Testo completoTest-driven development is a style of software development that emphasizes writing tests first and running them frequently with the aid of automated testing tools. This development style is widely used in the software development industry to improve the rate of development while reducing software defects. Some computer science educators are adopting the test-driven development approach to help improve student understanding and performance on programming projects. Several studies have examined the benefits of teaching test-driven programming techniques to undergraduate student programmers, with generally positive results. However, the usage of test-driven learning at the high school level has not been studied to the same extent. This thesis investigates the use of test-driven learning in high school computer science classes and whether test-driven learning provides benefits for high school as well as college students.
Gibson, Jakeisha Jamice. "An Assessment of Factors Relating to High School Students' Science Self-Efficacy". Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10691072.
Testo completoThis mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students? Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within the school curriculum and in OST programs. Nationwide, many OST programs are offered for students but few have engaged in an in-depth assessment. This study included an assessment of two different types of OST programs and direct observations by the researcher. This study involved two advisors (one male, one female), 111 students, and their parents during 2016. Student participants completed two standardized surveys, one to determine their Science Self-Efficacy and another to assess their engagement in science during their OST programs. Parents described their parental involvement and their child?s interest in the OST program(s). The OST program advisors participated in lengthy interviews. Additionally, the advisors rated their perceived interest level of the enrolled students and recorded attendance data. Bandura?s Social Cognitive Theory (1997a) provided the theoretical framework. This theory describes the multidirectional influence of behavioral factors, personal factors, and environmental factors have on a student?s Self-Efficacy. Compiled data from the teachers, students, and parents were used to determine the relationship of selected variables on Science Self-Efficacy of students. A correlational analysis revealed that students who participated in these OST programs possessed a high Mindset for the Enjoyment of science and that teacher ratings were also positively correlated to Mindset and Enjoyment of Science. Descriptive analyses showed that (a) girls who chose to participate in these OST programs possessed higher school grades in their in-school coursework than boys, (b) that parents of girls participated in more parental activities, and (c) the teachers rated student?s interest in the science OST programs as high. Student comments on the survey and the qualitative analysis by trained coders revealed that success of the program was related to the collaborative and hands-on activities/projects of their OST program. In addition, students felt more involved in projects during after-school and weekend activities than in OST lunch break programs.
Siriwat, Patcharapan. "A study of science curriculum implementation in secondary school in Thailand". Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/a-study-of-science-curriculum-implementation-in-secondary-school-in-thailand(382e1407-c678-4449-8e79-9cd1b1e9ce63).html.
Testo completo鄭自良 e Chi-leung Cheng. "Junior secondary school science education in the Shenzhen special economic zone". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956312.
Testo completoTrend, 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.
Testo completoMerrill, 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.
Testo completoMcLelland-Crawley, Rebecca. "Program evaluation of a high school science professional learning community". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1121.
Testo completoHayes, 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.
Testo completoTitle from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1313. Adviser: Charles Barman.
Çikmaz, Ali. "Examining two Turkish teachers' questioning patterns in secondary school science classrooms". Thesis, University of Iowa, 2014. https://ir.uiowa.edu/etd/1442.
Testo completoMary, Michael Todd. "An investigation of the impact of science course sequencing on student performance in high school science and math". Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721730.
Testo completoHigh school students in the United States for the past century have typically taken science courses in a sequence of biology followed by chemistry and concluding with physics. An alternative sequence, typically referred to as “physics first” inverts the traditional sequence by having students begin with physics and end with biology. Proponents of physics first cite advances in biological sciences that have dramatically changed the nature of high school biology and the potential benefit to student learning in math that would accompany taking an algebra-based physics course in the early years of high school to support changing the sequence. Using a quasi-experimental, quantitative research design, the purpose of this study was to investigate the impact of science course sequencing on student achievement in math and science at a school district that offered both course sequences. The Texas state end-of-course exams in biology, chemistry, physics, algebra I and geometry were used as the instruments measuring student achievement in math and science at the end of each academic year. Various statistical models were used to analyze these achievement data. The conclusion was, for students in this study, the sequence in which students took biology, chemistry, and physics had little or no impact on performance on the end-of-course assessments in each of these courses. Additionally there was only a minimal effect found with respect to math performance, leading to the conclusion that neither the traditional or “physics first” science course sequence presented an advantage for student achievement in math or science.
Bermudez, 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.
Testo completoIn 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.
Porter, Kelly Allison. "Developing Ecological Identities in High School Students through a Place-Based Science Elective". Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839975.
Testo completoWith the increasing human population, it is critical to develop informed citizens with ecological perspectives and motivation to make positive contributions to the biosphere. This study investigates the impact of a place-based science elective on the development of students’ ecological identities, motivation for environmental action, and ecojustice self-efficacy. Targeted curriculum was implemented, including a campus habitat design project. Pre and post tests for three instruments were used to assess 25 high school freshmen, half of whom are members of a STEM program. There was an increase in nature relatedness, motivation and self-efficacy for STEM students but not for non-STEM students. The research study demonstrated the effectivity of using place-based curriculum within classes to encourage student connection, empowerment and involvement. Support for teachers to develop targeted mentoring of students’ abilities and interests are needed and can help develop informed, involved global citizens.
Al, Busaidi Rawya S. "The performance of Omani secondary school students on selected science practical skills". Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358447.
Testo completoHoffenberg, Rebecca. "An Investigation into Teacher Support of Scientific Explanation in High School Science Inquiry Units". Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1542562.
Testo completoThe Framework for K-12 Science Education, the foundation for the Next Generation Science Standards, identifies scientific explanation as one of the eight practices "essential for learning science." In order to design professional development to help teachers implement these new standards, we need to assess students' current skill level in explanation construction, characterize current teacher practice surrounding it, and identify best practices for supporting students in explanation construction. This multiple-case study investigated teacher practice in eight high school science inquiry units in the Portland metro area and the scientific explanations the students produced in their work samples. T
eacher Instructional Portfolios (TIPs) were analyzed with a TIP rubric based on best practices in teaching science inquiry and a qualitative coding scheme. Written scientific explanations were analyzed with an explanation rubric and qualitative codes. Relationships between instructional practices and explanation quality were examined.
The study found that students struggle to produce high quality explanations. They have the most difficulty including adequate reasoning with science content. Also, teachers need to be familiar with the components of explanation and use a variety of pedagogical techniques to support students' explanation construction. Finally, the topic of the science inquiry activity should be strongly connected to the content in the unit, and students need a firm grasp of the scientific theory or model on which their research questions are based to adequately explain their inquiry results.
Clark, LaKisha R. "Examining the Relation Between High School Science Coursework and Performance in College Chemistry". Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11966.
Testo completoRecent studies have demonstrated a clear gap between the skills that high school graduates obtain by the completion of high school and those that are necessary for success in college as well as the workforce. Demands for more rigorous preparation at the high school level have prompted some states to make changes to state standards and high school graduation requirements. This dissertation used a prediction study to examine the coursetaking patterns of high school students in science and their subsequent success in chemistry 1A at the college level. Analysis of obtained data using a two-way ANOVA was used to estimate the main effects of (a) number of semesters of science courses and (b) the type of science courses and (c) the interaction effect on college performance as indicated by the final course grade. The results of this study indicate that the main effect of type and the main effect of number of semesters are both significant statistically. Taking more semesters of science in high school is positively associated with the final grade in first-year college chemistry. Taking higher level science coursework in high school is also positively associated with final grade. The interaction of type by number of semesters is not significant, however. Taking more semesters of higher level science coursework does not increase the likelihood of doing well in college chemistry, as there is no observable significant influence on final grade in chemistry, beyond the main effects described previously.
Committee in charge: Paul Yovanoff, Chairperson; David Conley, Member; Kathleen Scalise, Member; Kenneth Doxsee, Outside Member
Lambert, R. Mitch. "The Student Perspective of High School Laboratory Experiences". Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1239991811.
Testo completoGossiel, Salem Milad. "Science practical work in Libyan secondary schools". Thesis, University of Sheffield, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263553.
Testo completoBurkhart, Cristal. "How high school students define and classify marine animals". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10239641.
Testo completoThis study investigated high school students’ definitions and interpretations of what an animal is, with a focus on marine animals. Past studies have shown that students’ definitions of animals often center on themes of movement or appendages. In this study, student responses were analyzed against a predetermined definition of an animal--a multicellular eukaryotic organism that is heterotrophic. Marine animals consistently misidentified by the students were also identified.
The data for this study was collected through surveys and interviews, using ninth grade high school students. Students were asked to identify marine organisms as animals or not, and to provide a definition or reasoning for classifying organisms as animals.
The purpose of this study is to better inform educators of the preconceptions about animals, specifically marine animals, that students bring into the classroom. This will allow educators to address those preconceptions to encourage a fuller understanding of animals in their students.
Hoffenberg, Rebecca Sue. "An Investigation into Teacher Support of Science Explanation in High School Science Inquiry Units". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1103.
Testo completoWong, Ho-yan Joyce, e 黃可欣. "Junior secondary school students' attitude towards school science in aHong Kong co-educational school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177102.
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Master of Education
McLaughlin, John. "Biotechnology Education: An Investigation of Corporate and Communal Science in the Classroom". Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27757.
Testo completoPh. D.
Miller, David W. "Earth Science Literacy of Pre-Service and In-Service Elementary and Secondary School Teachers /". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487934589975827.
Testo completoStockmann, Dustin. "Action Research Using Entomological Research to Promote Hands-On Science Inquiry in a High-Poverty, Midwest Urban High School". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241269.
Testo completoThe purpose of this mixed-methods action research study was to examine to what extent entomological research can promote students’ hands-on learning in a high-poverty, urban, secondary setting.
In reviewing the literature, the researcher was not able to find a specific study that investigated how entomological research could promote the hands-on learning of students. The researcher did find evidence that research on learning in a secondary setting was important to student growth. It should also be noted that support was established for the implementation of hands-on science inquiry in the classroom setting.
The study’s purpose was to aid educators in their instruction by combining research-based strategies and hands-on science inquiry. The surveys asked 30 students to rate their understanding of three basic ideas. These core ideas were entomological research, hands-on science inquiry, and urban studies. These core ideas provided the foundation for the study. The questionnaires were based on follow-up ideas from the surveys. Two interview sessions were used to facilitate this one-on-one focus.
Because the study included only 30 student participants, its findings may not be totally replicable. Further study investigating the links between entomological research and hands-on science learning in an urban environment is needed.
Dunham, Lesley Ann. "Cognitive development in relation to science education". Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/3701/.
Testo completoCouling, Joanne. "Scaffolding for Success| When High School Science Teachers Scaffold Their Summative Classroom Assessments| Opportunities, Observations, and Outcomes". Thesis, University of California, Santa Cruz, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826901.
Testo completoThe adoption of the Next Generation Science Standards (NGSS) has brought with it a need for classroom assessments that measure students’ ability to make sense of, explain, and use science, with many of the performance expectations asking students to apply scientific principles and evidence to produce an explanation. But creating coherent written scientific explanations that demonstrate understanding of scientific principles is not an easy task for students and selecting or creating classroom assessments to properly evaluate this skill is not an easy task for teachers. This study serves to incorporate both of these problems by exploring what happens when scaffolds are included in the assessment process for the students of a group of science teachers at an urban high school in Northern California who were receiving coaching in scaffolding assessments. Presented as three distinct but related chapters I examine how the scientific explanations of students changed when a detailed graphic organizer/rubric scaffold, called SET4CER, was provided; I explore coaching as a conveyor of professional development for high school science teachers to incorporate scaffolding techniques into their classroom assessments; and I document how students in a kinesiology class interact with teacher designed checklist scaffolds to support a summative quiz taken under test conditions. The findings illuminate the difficulties facing teachers in both assessment and scaffold design and indicate that well-designed scaffolds add value to assessments by supporting students to give their best performance and ensuring that assessments evaluate students’ conceptual understanding rather than their memorization or organizational skills. Analysis of the coaching cycles revealed that although the coaching process is not always straightforward, it has potential as a method of professional development delivery that facilitates adoption of the techniques being introduced.
Martinez, Kelley Vineyard. "Addressing Heat Energy and Temperature Misconceptions in High School Chemistry". Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978080.
Testo completoThe purpose of this study was to identify misconceptions and perceptions of best teaching practices to better bring about conceptual change in thermodynamics, a core idea within the high school physical science Next Generation Science Standards. This study identified student misconceptions related to a thermodynamics unit, focusing on misconceptions related to temperature and energy, temperature and perceptions of hot/cold, and heat capacity. I also sought to identify factors that students and I, separately, identified as affecting their thinking. Data includes a pre-test and a post-test given to high school chemistry students. The instruments included multiple-choice and free-response questions. I also kept a teacher journal of my thoughts throughout the unit. The unit was somewhat successful in addressing heat energy and temperature misconceptions as more students answered post-test questions correctly when compared to the pre-test responses. Students identified labs and out of class experiences as affecting their thinking, which I agree with and would also include activities that make students more aware of their own thinking along with group discussion and modeling.
Robertson, Cathy. "Restructuring High School Science Curriculum: A Program Evaluation". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/270.
Testo completoJones, Catherine A. "Perceptions of Students on the Impact of Science, Technology, Engineering, and Mathematics Integration on High School Career Choices". Thesis, Tennessee State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10831510.
Testo completoPoor mathematics and science skills are one of the leading challenges for advanced STEM career preparedness. There is currently a national deficit in prepared STEM career interest and readiness. A national decline prompted plans for the development of more rigorous standards. Changes in K-12 education were developed through Common Core and New Generation Science Standards. These changes were expected to better prepare students for post secondary educational opportunities such as college or technical school. This research studied effects of perceptions of the impact of high school STEM classes on career choices in two Tennessee schools that are actively participating in the Tennessee STEM Innovation Network and have actively implemented a STEM program since 2012. There is no evidence of research regarding student perceptions of STEM classes regarding STEM implementation in the state of Tennessee since 2012. According to the results of this study, students’ perceptions between subgroups showed no statistical significance regarding readiness or interest in STEM regarding college and career. The subgroups studied included race/culture, gender, classification by grade, and school attended.
Keble, Jo-Anne. "An investigation into the low pass rate in science and mathematics in selected schools in the northern areas, Port Elizabeth". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/1658.
Testo completoColak, Huseyin. "Exploring the development of nature of science views and personal epistemologies of upper elementary and middle school students". [Bloomington, Ind.] : Indiana University, 2009. 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:3344760.
Testo completoTitle from PDF t.p. (viewed on Oct. 6, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0518. Adviser: Valarie Akerson.
Jennings, Arthur John. "Practical work in school secondary science and the curriculum influence of its assessment, with particular reference to biological science". Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10020245/.
Testo completoWalter, 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.
Testo completoSum, Ngai-ling Ivin. "Towards political education for transition : the development of political studies in Hong Kong secondary school /". [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1232002X.
Testo completoFujiyama, Dave. "Reflections on Outdoor Field Trips| Former High School Students Describe How Wilderness Activities Impacted Their Attitudes and Awareness". Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784647.
Testo completoThis investigation examined how former members of the Wilderness Adventures Club at Bolsa Grande High School described the impacts of their outdoor experiences on their Interpersonal Connections, Outdoor Perspectives, Personal Growth and Well-Being, Agency, and Learning and Knowing. The data suggest that participants benefitted from participation in wilderness-based activities through the subsequent development of close friendships, connectedness to the natural world, 21st century skills like communication, feelings of well-being and agency, and increased knowledge. Administrative and district concerns about the perceived risks involved in outdoor extracurricular trips often become obstacles for educators who want to engage students in informal, wilderness-based learning opportunities. The results of this thesis may provide evidence of the benefits of these kinds of outings to argue for support for outdoor trips for students.
Williams, Theresa D. "High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2277.
Testo completoApffel, Michael Alexis. "How can a science educator incorporate field study into their advanced high school science courses?" CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3046.
Testo completoChan, Kwok-man, e 陳國民. "Internal assessment in science at the junior secondary school level: an investigation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208083.
Testo completoBarelli, Eleonora. "Science of complex systems and future-scaffolding skills: a pilot study with secondary school students". Master's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/13644/.
Testo completoShum, Siu-ying Isis. "The exploration of the school knowledge in sociological perspectives : a case study of a secondary school subject "social studies" /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601496.
Testo completoRudolph, Cynthia Thompson. "An evaluation of a foundational course in high school biology as measured by cognitive and affective factors". Thesis, Wingate University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10143687.
Testo completoThere is little written about the use of foundational courses in high school science. This study seeks to identify if a foundational course in high school biology improves student outcomes as measured by Biology I EOC exam proficiency scale scores and student growth. Efforts were made to determine differences in cognitive skill areas and affective/conative skill areas as students progress from the foundational course of Greenhouse Biology (GH Bio) to Biology I. Three years of test score data from over 15,000 student participants are evaluated, as well as extant survey data from biology teachers and district student scheduling personnel. Findings from the study indicate GH Bio does make a difference in academic outcomes in students taking the foundational course before taking the Biology I course, and subsequently, the Biology I EOC exam. Findings also show there are cognitive, affective, and conative differences between the GH Bio students and their non-GH Bio peers while in Biology I. The study also seeks to determine why some students are scheduled for GH Bio and others are not. Findings indicate there are variances as to the reasons and intent for scheduling students into GH Bio. Some students who could benefit from the course are not being scheduled into the course.
Behrmann, Tatiana. "Evaluating the Effects of Mother Tongue on Math and Science Instruction of Secondary School Students| An Action Research Study". Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806849.
Testo completoAlthough Kreyol is the language spoken and understood by the majority of Haitians, French is the language used as the medium for instruction. The use of a foreign language as a means for students to acquire literacy is a practice that has led to an ineffective educational system in Haiti. The aim of the quasi-experimental research study is to study the effects of using Kreyol versus French as the instructional method in math and science classes. Participants were selected from a target population of 246 girls enrolled at Institution X, a private school in the Ouest Department. Students from this institution are part of the 29% of people who attend secondary schools in Haiti. The 139 students that were part of the sample were randomly divided into two groups per class (standard and Kreyol condition) and were given a pre-test followed by a lesson then a post-test. Students in the standard group were taught in French and those in experimental group in Kreyol. Data gathered from the intervention were analyzed and results indicated that pre-test scores of French condition and Kreyol condition groups were normally distributed. When ANCOVA was used as one of the data analysis tools, because it French conditions for pre-test values and allows for observation of post-test scores, results yielded confirmed a significant difference between the French condition and Kreyol condition groups. The results from this quasi-experimental study provided data that aligned with the literature review and demonstrated that there was in fact a significant difference in performance when Kreyol was used as a medium for instruction instead of French. The results further provide statistical data confirming the important role that Kreyol should play in the improvement of the Haitian education system.
Lowe, John Anthony. "Social and cultural influences on students' responses to science in a Solomon Islands secondary school". Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021530/.
Testo completoSaunders, Lesley. "A science in the service of an art? : the use of 'value added' analyses of school performance to aid school improvement". Thesis, University of Oxford, 2001. http://ora.ox.ac.uk/objects/uuid:ff55c39e-d9f2-4483-bbef-cf827f250781.
Testo completoKennedy, Kathy. "Implementing Elementary School Next Generation Science Standards". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3616.
Testo completoWoods, Teresa Marie. "Growing scientists: a partnership between a university and a school district". Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14992.
Testo completoDepartment of Curriculum and Instruction
Jeong-Hee Kim
Precollege science education in the United States has virtually always been influenced by university scientists to one degree or another. Partnership models for university scientist – school district collaborations are being advocated to replace outreach models. Although the challenges for such partnerships are well documented, the means of fostering successful and sustainable science education partnerships are not well studied. This study addresses this need by empirically researching a unique scientist-educator partnership between a university and a school district utilizing case study methods. The development of the partnership, emerging issues, and multiple perspectives of participants were examined in order to understand the culture of the partnership and identify means of fostering successful science education partnerships. The findings show the partnership was based on a strong network of face-to-face relationships that fostered understanding, mutual learning and synergy. Specific processes instituted ensured equity and respect, and created a climate of trust so that an evolving common vision was maintained. The partnership provided synergy and resilience during the recent economic crisis, indicating the value of partnerships when public education institutions must do more with less. High staff turnover, however, especially of a key leader, threatened the partnership, pointing to the importance of maintaining multiple-level integration between institutions. The instrumental roles of a scientist-educator coordinator in bridging cultures and nurturing the collaborative environment are elucidated. Intense and productive collaborations between teams of scientists and educators helped transform leading edge disciplinary science content into school science learning. The innovative programs that resulted not only suggest important roles science education partnerships can play in twenty-first century learning, but they also shed light on the processes of educational innovation itself. Further, the program and curriculum development revealed insights into areas of teaching and learning. Multiple perspectives of participants were considered in this study, with student perspectives demonstrating the critical importance of investigating student views in future studies. When educational institutions increasingly need to address a diverse population, and scientists increasingly want to recruit diverse students into the fields of science, partnerships show promise in creating a seamless K-20+ continuum of science education.