Rozprawy doktorskie: „Effect of science education on”

1

Seker, Hayati. "The Effect of Using the History of Science in Science Lessons on Meaningful Learning". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1094838671.

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Wallace, Nicole N. "The effect of alternative assessments in natural science on attitudes towards science in grade 8 girls in South Africa". Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14004.

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Attitudes towards science and school science have long been studied because of a desire to keep students in science-related subjects and science-related careers. In South Africa, little research has been done to identify what interventions would encourage students, especially girls, to continue in the sciences. This study focused on the implementation of an alternative assessment in Natural Science in Grade 8 at an all-girls independent school. Students were given an open-ended questionnaire at the beginning and end of the school year to determine their choices for their favourite and hardest parts of Natural Science. These choices acted as a proxy of their attitude towards science. They also completed three sections of the Relevance of Science Education (ROSE) questionnaire in June after the alternative assessment was completed. From this data, three conclusions were made. First, the students had a positive attitude toward the alternative assessment. Second, the students had a positive attitude toward science and showed evidence of the impact of alternative assessments on this attitude. Third, the alternative assessment did not show long term effects on the students' attitude toward science.

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Ireland, Julie D. "The effect of reading performance on high school science achievement". Thesis, Curtin University, 1987. http://hdl.handle.net/20.500.11937/416.

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This study was undertaken to investigate the relationship between student reading performance and achievement in science. Many students have difficulties comprehending written materials presented to them in science and many tests used to measure achievement in science rely heavily on reading ability. Students may have trouble demonstrating their science knowledge due to their lack of reading skills.In this study, the reading ages and science achievement scores of students were calculated. Twenty activity cards used to teach the science topic Plants and Animals were modified to reduce the language difficulty level. All students in two Year 8 science classes used the modified activity cards and modified science achievement measures. Five students were selected to form a sub-sample of the class group for in-depth observations, interviews, and analysis. These students were low performance readers who achieved poorly on science topic tests even though they had excellent work habits. The student reading ages in the class groups ranged from 8 years 1 month to above 16 years 10 months.The reading performance data were found to correlate significantly with science achievement as measured on topic tests. Class 1 produced a correlation coefficient of 0.46, while Class 2 produced a correlation coefficient of 0.75. In this study it appears that science achievement is related to reading performance.Qualitative analysis of data from the five students in the sub-sample showed that the modified activity cards were relatively easy to use. Students could work on the cards independently. This study demonstrated that textual material needs to be presented at an appropriate reading level for independent learning to occur.All of the students in the sub-sample demonstrated improved science achievement on the modified Plants and Animals topic test. In addition, most other students in the study improved their performance on the modified science test. Thus, the modiifications appeared to make it easier for most students to demonstrate their science achievement.A positive correlation was found between student reading age and science achievement. Reading performance may be a critical factor in achievement on science tests. If this is the case, learning strategies must be developed that focus on helping students to utilize textual materials effectively.

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Lockwood, Jeffrey Frank. "The effect of research-based science instruction on the attitudes of students, by gender, towards science, scientists, and careers in science". Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186605.

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Research-based curriculum is a system of instruction which uses an authentic learning, problem-solving, cooperative learning, hands-on, and inquiry-discovery approach, guided by a constructivist philosophy. Its usefulness has been recognized for many decades but "research in the classroom" has not been adopted as a teaching method by many. This study centers on research done by students in science classrooms. The primary purpose of this study was to measure, both quantitatively and qualitatively; (1) students' understanding, by gender, of the nature of science and, (2) student attitude changes, by gender, toward the nature of science, scientists, and careers in science before and after the completion of research projects. The gender equity problem in science classes is explored and improvements in four process skills were measured for both treatment and control groups. Also, different models of research-based science education are described. The Test of Science Related Attitudes (TOSRA) and the Nature of Science Scale (NOSS) were given pre and post to both groups. Several qualitative instruments were given and student journals were analyzed by gender. The results of TOSRA showed gains in positive attitude for students after they experience a research-based curriculum for six of the seven TOSRA scales. However, the control group had similar gains so the mixed design analysis of variance showed no statistically significant differences between control vs. treatment or male vs. female interactions. Much of the qualitative analysis revealed that students' understanding of the nature of science changes considerably after they "do" scientific research. The journal analysis and the "Research is...." question analysis show that students also have a significant affective response to the research experience. Quantitatively, the total NOSS score improvement for the treatment group was substantial (11.4 to 13.8) and better than the control, although it was not a statistically significant difference. Generally, treatment students showed greater improvement on all NOSS scales. Treatment students also had greater gains on the four different process skills measured in this study. Research-based curriculum is an effective way to change students' attitudes towards science and a sound way to increase student understanding about the nature of the research process.

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Ireland, Julie D. "The effect of reading performance on high school science achievement". Curtin University of Technology, Science and Mathematics Education Centre, 1987. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9810.

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This study was undertaken to investigate the relationship between student reading performance and achievement in science. Many students have difficulties comprehending written materials presented to them in science and many tests used to measure achievement in science rely heavily on reading ability. Students may have trouble demonstrating their science knowledge due to their lack of reading skills.In this study, the reading ages and science achievement scores of students were calculated. Twenty activity cards used to teach the science topic Plants and Animals were modified to reduce the language difficulty level. All students in two Year 8 science classes used the modified activity cards and modified science achievement measures. Five students were selected to form a sub-sample of the class group for in-depth observations, interviews, and analysis. These students were low performance readers who achieved poorly on science topic tests even though they had excellent work habits. The student reading ages in the class groups ranged from 8 years 1 month to above 16 years 10 months.The reading performance data were found to correlate significantly with science achievement as measured on topic tests. Class 1 produced a correlation coefficient of 0.46, while Class 2 produced a correlation coefficient of 0.75. In this study it appears that science achievement is related to reading performance.Qualitative analysis of data from the five students in the sub-sample showed that the modified activity cards were relatively easy to use. Students could work on the cards independently. This study demonstrated that textual material needs to be presented at an appropriate reading level for independent learning to occur.All of the students in the sub-sample demonstrated improved science achievement on the modified Plants and Animals topic test. In addition, most other students in the ++
study improved their performance on the modified science test. Thus, the modiifications appeared to make it easier for most students to demonstrate their science achievement.A positive correlation was found between student reading age and science achievement. Reading performance may be a critical factor in achievement on science tests. If this is the case, learning strategies must be developed that focus on helping students to utilize textual materials effectively.

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6

Taneja, Anju. "Argumentation in Science Class| Its Planning, Practice, and Effect on Student Motivation". Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133198.

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Studies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura’s construct of motivation and concepts of argumentation and formative feedback to understand how teachers orchestrate argumentation in science class and how it affects motivation. Qualitative data was collected through interviews of 4 grade-9 science teachers and through observing teacher-directed classroom discourse. Classroom observations allowed the researcher to record the rhythm of discourse by characterizing teacher and student speech as teacher presentation (TP), teacher guided authoritative discussion (AD), teacher guided dialogic discussion (DD), and student initiation (SI). The Student Motivation Towards Science Learning survey was administered to 67 students before and after a class in which argumentation was used. Analysis of interviews showed teachers collaborated to plan argumentation. Analysis of discourse identified the characteristics of argumentation and provided evidence of students’ engagement in argumentation in a range of contexts. Student motivation scores were tested using Wilcoxon signed rank tests and Mann-Whitney U-tests, which showed no significant change. However, one construct of motivation—active learning strategy—significantly increased. Quantitative findings also indicate that teachers’ use of multiple methods in teaching science can affect various constructs of students’ motivation. This study promotes social change by providing teachers with insight about how to engage all students in argumentation.

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7

Jones, A. C. "The effect of the National Curriculum and its changes on science teachers". Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284109.

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Jackson, Diann Carol. "The effect of concept mapping on preservice elementary teachers' knowledge of science inquiry teaching". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Ramsey, Susan. "THE EFFECT OF THE ADVANCED PLACEMENT TRAINING AND INCENTIVE PROGRAM ON INCREASING ENROLLMENT AND PERFORMANCE ON ADVANCED PLACEMENT SCIENCE EXAMS". VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2765.

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The purpose of this study is to examine the effectiveness of the National Math and Science Initiative’s Advanced Placement Training and Incentive Program (APTIP) on the number of students taking AP science courses and their performance. The study evaluated 39 schools over a six-year period in six states that participate in the APTIP. The National Math and Science Initiative provided data for cohort I. A general linear model for repeated measures was used to evaluate the data. Data was evaluated three years prior to the intervention and three years during the intervention, which will actually continue for two more years (2012 and 2013) since cohort I schools were awarded five years of support. Students in APTIP schools enrolled in more AP science exams (AP Biology, AP Chemistry, AP Environmental Science, and AP Physics-B) over the course of the intervention. The quantity of students earning qualifying scores increased during the intervention years. APTIP is a multi-tiered program that includes seven days of teacher training, three six-hour student prep sessions, school equipment, reduced exam fees, and monetary incentives for students and teachers. This program positively impacted the quantity of enrollment and qualifying scores during the three years evaluated in this study. Increases in the number of female and African American students’ test takers their and qualifying scores were seen in all three years of the APTIP intervention. This study supports the premise that the first step to increasing the Science, technology, engineering, and math (STEM) pipeline is giving access to advanced courses to more students in high schools

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10

Dietz, Laura Elizabeth. "Effect of the Science Teaching Advancement through Modeling Physical Science Professional Development Workshop on Teachers' Attitudes, Beliefs and Content Knowledge and Students' Content Knowledge". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404125737.

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Meier, Lori T. "The Effect of School Culture on Science Education at an Ideologically Innovative Elementary Magnet School". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/5915.

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This ethnographic case study investigated how school culture influenced teachers curriculum design and science instruction at an elementary magnet school with an espoused innovative ideology. Data was analyzed using a theoretical framework that emphasizes five interdependent school culture indicators. Findings suggest that the schools culture hinders the effective teaching of science. Despite high levels of perceived efficacy from teachers and administrators, as well as generous lab space and materials to teach science, it was infrequently taught. Given a wide berth to plan their individual curriculums that aligned with distinct magnet philosophies, teachers regularly relied on innovative-looking science explorations as a substitute or inherently accepted the science amnesty provided by the curriculum and organization of the school.

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12

Rudolf, Daniel William. "Effect of outdoor education methods and strategies on student engagement in science: a descriptive study". Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/rudolf/RudolfD0812.pdf.

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Keystone Science School (KSS) is a residential outdoor education facility set high in the Rocky Mountains of Colorado. Initially as a classroom teacher in a nearby town, I observed first-hand the positive impact of experiences had by my students at KSS on their attitudes toward learning science. This research was designed as a descriptive study to analyze how KSS uses outdoor methods and strategies to positively effect student attitudes toward learning science. Over the course of several weeks, participating students and teachers were surveyed about their experiences (typically 3-day/2-night) at Keystone Science School. Instructors and field groups were also observed on several occasions to analyze the degree to which particular methods and strategies were being employed, and their effectiveness on student interest and engagement in science. The results suggest that with an overwhelming positive view from students and teachers about the effectiveness of their outdoor learning experiences, student age, student gender, and instructor gender had some effect on these attitudes. Boys tended to be slightly more comfortable learning outdoors than girls, and younger students (ages 9-11) generally more comfortable than older students (ages 12-14) especially among girls. Students also reported being slightly more comfortable learning outdoors with male instructors, and tended to rate the abilities of male instructors slightly higher. The findings of this result support the conclusion that methods and strategies used in outdoor education are more effective at developing positive attitudes toward learning science than typical classroom experiences.

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13

Chung-Schickler, Genevieve C. "The effect of cooperative learning on the attitudes toward science and the achievement of students in a non-science majors' general biology laboratory course at an urban community college". FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/2360.

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The purpose of this study was to evaluate the effect of cooperative learning strategies on students' attitudes toward science and achievement in BSC 1005L, a non-science majors' general biology laboratory course at an urban community college. Data were gathered on the participants' attitudes toward science and cognitive biology level pre and post treatment in BSC 1005L. Elements of the Learning Together model developed by Johnson and Johnson and the Student Team-Achievement Divisions model created by Slavin were incorporated into the experimental sections of BSC 1005L. Four sections of BSC 1005L participated in this study. Participants were enrolled in the 1998 spring (January) term. Students met weekly in a two hour laboratory session. The treatment was administered to the experimental group over a ten week period. A quasi-experimental pretest-posttest control group design was used. Students in the cooperative learning group (n1= 27) were administered the Test of Science-Related Attitudes (TOSRA) and the cognitive biology test at the same time as the control group (n2 = 19 ) (at the beginning and end of the term). Statistical analyses confirmed that both groups were equivalent regarding ethnicity, gender, college grade point average and number of absences. Independent sample t-tests performed on pretest mean scores indicated no significant differences in the TOSRA scale two or biology knowledge between the cooperative learning group and the control group. The scores of TOSRA scales: one, three, four, five, six, and seven were significantly lower in the cooperative learning group. Independent sample t-tests of the mean score differences did not show any significant differences in posttest attitudes toward science or biology knowledge between the two groups. Paired t-tests did not indicate any significant differences on the TOSRA or biology knowledge within the cooperative learning group. Paired t-tests did show significant differences within the control group on TOSRA scale two and biology knowledge. ANCOVAs did not indicate any significant differences on the post mean scores of the TOSRA or biology knowledge adjusted by differences in the pretest mean scores. Analysis of the research data did not show any significant correlation between attitudes toward science and biology knowledge.

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Brice, Kathryn T. "The Effect of Linkages on Science and Technology at Historically Black Colleges and Universities". Diss., Georgia Institute of Technology, 2005. http://hdl.handle.net/1853/7637.

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Historically Black Colleges and Universities (HBCUs) face the 21st century with questions about change and adaptation to an increasingly science and technology oriented society. They face the challenge of finding a strategy by which they can utilize current resources and energy to maximize their science and technology development. Using a mixed methods research design, this study conducted an analysis of science and technology at HBCUs. The primary objective was to determine what theories (when implemented they are termed strategies) account for the development of science and technology at successful research oriented HBCUs. This was accomplished through a secondary objective to assess productivity outputs at HBCUs using various science and technology indices. The results and findings can be summarized by stating that the selection of strategy is dependent on the maturity of the HBCUs science and technology program. An HBCU that is seeking to initiate a science and technology program should pursue a strategy of federal or state policy supportive of introductory efforts. HBCUs with established science and technology programs that are seeking growth strategies should look toward collaborations and partnerships for the purposes of forming networks and clusters. The formation of joint ventures, partnerships, and networks will further develop their science and technology programs. Leadership is a sustaining factor that enhances the effectiveness of both policy and linkages.

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Roscoe, Julia. "Effect of Service-learning Participation on High School Attendance and Science Achievement". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7424.

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Students at an alternative high school located in a northern Midwest state demonstrated low science achievement and high rates of student absenteeism. Students who do not attend school regularly and achieve in science courses are at risk of not graduating from high school, so teachers at the study school implemented a 16-day service-learning project embedded in a Grade 10 environmental science unit. The purpose of this study was to determine the effect of 10th-grade students' participation in the service-learning project on student science achievement and attendance. The theoretical framework was Kearsley and Shneiderman's engagement theory. Archival data from school and teacher records were used for this quasi-experimental pretest-posttest control group study. Data from 114 students enrolled in 6 sections of Grade 10 general science classes were retrieved. The Mann-Whitney U test was calculated to determine the difference in science achievement change scores and the difference in number of absent days between students who participated in the service-learning project and students who did not. The findings showed a significant difference for science achievement gain scores (U = 1,982.5, p = .042) but not for days absent (U = 2,048, p = .008). A professional development project was created for high school science teachers focused on implementing service-learning projects, which included suggestions on how to get students excited about attending the service-learning project and school. The findings from this study could be used to guide district decision-making about embedding service-learning projects into science courses to improve student achievement in science, thus, achieving positive social change.

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Whitmon, John Martin. "The effects of parental involvement in the science learning of students in a Saturday Science Academy". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/630.

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The purpose of this study was to assess the relationship of parental involvement in a student's education, as it relates to success in science learning. Success was measured in terms of student motivation, participation, and perception of science. Through an ethnographical designed study, observations were made of participants in a Saturday Science Academy. The research served to address several research hypotheses. The results generated from this study showed that positive reinforcement from a parent generates greater appreciation and understanding of science among children. In addition, it was revealed that effective enrichment programs which provide hands-on learning, promotes a greater perception of and increases enthusiasm in science learning.

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Meier, Lori. "THE EFFECT OF SCHOOL CULTURE ON SCIENCE EDUCATION AT AN ELEMENTARY SCHOOL: AN ETHNOGRAPHIC CASE STUDY". Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3666.

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This ethnographic case study investigated one elementary school to understand how the school's culture influenced its science curriculum design and instruction. The main data was formal and informal semi-structured interviews with key teachers to understand their values, beliefs, practices, materials, and problems with science instruction. To triangulate these data, the researcher observed classroom practice, school-wide activities, and collected artifacts and documents. Data were analyzed using a theoretical framework that emphasizes that culture cannot be reduced to beliefs, values, practices, materials or problems, but rather each aspect of culture is interdependent and mutually reinforcing. The main finding suggests that the school's culture is organized to accomplish other curricular goals than effective science education. Science is rarely taught by most teachers and rarely taught well when it is. While the teachers know the rhetoric of effective science education and value it enough to not dismiss it entirely, most value it less than most other subjects and they are not proficient with science instruction and materials. This study builds upon the literature by reiterating that school culture plays a central role in elementary science education, but adds to that literature by emphasizing that culture cannot be reduced to one or a few factors and must be seen as an organic whole.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction

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Uzoff, Phuong Pham. "Virtual school teacher's science efficacy beliefs| The effects of community of practice on science-teaching efficacy beliefs". Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646176.

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The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument.

The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.

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Lark, Adam Christopher. "Implementation of Scientific Community Laboratories and Their Effect on Student Conceptual Learning, Attitudes, and Understanding of Uncertainty". University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396537933.

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Walter, 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.

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Merrill, 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.

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Hayes, 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.

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Thesis (Ed.D.)--Indiana University, School of Education, 2005.
Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1313. Adviser: Charles Barman.

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Wright, Dinah Marilyn. "The effects of reflective science teaching on preservice elementary teachers' evaluations of themselves as future science teachers /". The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu148768624382208.

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Brice, Kathryn T. "The Effect of Linkages on Science and Technology at Historically Black Colleges and Universities". Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/pmap_diss/9.

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Historically Black Colleges and Universities (HBCUs) face the 21st century with questions about change and adaptation to an increasingly science and technology oriented society. They face the challenge of finding a strategy by which they can utilize current resources and energy to maximize their science and technology development. Using a mixed methods research design, this study conducted an analysis of science and technology at HBCUs. The primary objective was to determine what theories (when implemented they are termed strategies) account for the development of science and technology at successful research oriented HBCUs. This was accomplished through a secondary objective – to assess productivity outputs at HBCUs using various science and technology indices. The results and findings can be summarized by stating that the selection of strategy is dependent on the maturity of the HBCU’s science and technology program. An HBCU that is seeking to initiate a science and technology program should pursue a strategy of federal or state policy supportive of introductory efforts. HBCUs with established science and technology programs that are seeking growth strategies should look toward collaborations and partnerships for the purposes of forming networks and clusters. The formation of joint ventures, partnerships, and networks will further develop their science and technology programs. Leadership is a sustaining factor that enhances the effectiveness of both policy and linkages.

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Mason, Stacie Lee. "Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6914.

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Open Educational Resources (OER) provide openly licensed alternatives to commercial instructional materials. Proponents of K-12 OER suggest that their benefits include cost savings, increased access, improved quality, and increased teacher professionalism or empowerment. While the small body of K-12 OER research is growing, perceived benefits of K-12 OER usage have not yet been proven. The purpose of this qualitative study is to understand whether certain potential benefits were being realized by a group of secondary teachers using open science textbooks. In surveys and interviews, teachers were asked to describe their classroom practice before and after adopting an open textbook, including practices relating to openness. Teachers were also asked to rate the quality of open textbooks they were using in contrast to textbooks used previously. Most participants reported changes to practice, and the most commonly cited changes could be attributed to a combination of openness and online format. For example, participants described linking textbook content to other online resources. In comparisons of current to previous practice, however, teachers did not report increases in the open practices of collaboration, revising, or adapting.

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Barr, Jason Peter. "Custom Advising's Effect on Success and Retention of Developmental Math Students". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5976.

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The number of high school graduates entering college needing to take developmental math courses is increasing. Gilmer State College (a pseudonym) introduced customized scheduling in which students identified as at risk after scoring low on the math entrance exam are placed in the developmental math course and additional courses that traditionally have a pass rate of 75% or better. The purpose of this study was to examine the difference in passing and retention rates between 1st-time college freshmen who attended Gilmer State College before the customized scheduling and after the customized scheduling was implemented. This study was based on Adelman's theoretical framework of academic momentum because students tend to continue their studies when experiencing initial success. In this causal-comparative study, archival passing and retention rates for students identified as at risk from the previous 5 years were compared to 137 students who took the developmental math as a part of the aforementioned customized schedule in the fall semester of 2017. The chi-square test indicated that there was not enough evidence to support an increase in student passing rates in developmental math courses when taken as part of a customized course schedule (p = 0.054) but did show a statistically significant difference in retention rates (p < 0.001). The results of this study might generate positive social change by providing a framework in which collegiate institutions can help to discover alternative methods of helping at risk students succeed academically.

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Ferrara, Ermanno. "The Effect of Special Education Student Participation and Engagement in Mathematics on Student Achievement". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/957.

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Engagement in mathematics lessons has a positive impact on student numeracy achievement. Yet special education students have experienced a significant drop in mathematics achievement from one year to the next, and this gap continues to grow. This mixed methods study examined the extent to which equal opportunities, similar to those offered to regular education students, are provided to special education students. It contributes to the body of knowledge regarding level of engagement of regular and special education students, the impact of their increased participation and engagement on numeracy achievement, and the ways to increase their level of engagement. Grounded in Kamii's theory of constructivism, Vygotsky's notion of the zone of proximal development, and Schon's reform of teaching and learning, the research questions addressed the level of participation of special and regular education students, the impact of increased engagement, and ways in which teachers can increase the level of engagement during lessons. Utilizing a concurrent nested strategy, the study utilized a sample of 375 students. The qualitative portion focused on text analysis of interview transcripts, and the quantitative portion focused on teacher/student interactions for each group. Results indicated that special education students are not as engaged in numeracy lessons, which may hinder their numeracy achievement. Findings revealed that special education students are being denied more than one-third of their deserved engagement time. Implementing more effective teaching strategies is recommended as a means to increase levels of engagement. Educators in every role may benefit from the results of this study. Social justice and positive social change is an urgent need for them in terms of quality of service.

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Bousselot, Tracy. "Shifting the Focus to Science in the Early Elementary Years: An Examination of Science Achievement Growth in Grades K-2 Using a Nationally Representative Dataset". Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23796.

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Efforts to understand growth and disparities in science achievement have mainly been focused on the middle and high school grades in studies of K – 12 science education, leaving a gap in the research about the early elementary years. This study used a nationally-representative sample of students in Grades K – 2 to examine science achievement and growth trajectories of students by gender and race/ethnicity. Using multilevel growth modeling, differences in science achievement at Grade 2 and in rate of growth were detected for several student groups. Socioeconomic status, prior reading and math achievement, and student home language status were also significant predictors of science achievement. Growth effect size estimates were calculated by student group and showed substantial year-to-year growth in science achievement in the early elementary grades, with a slight decrease in effect size across years. In order to strengthen current efforts to increase student engagement and participation in science and STEM-related career and college pathways, especially for historically underrepresented groups, policymakers should shift focus to better understand promising practices that best support all students in science from the onset of their K – 12 educational experience.

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Bilgin, Koken Elmas. "The Effect Of Multiple Intelligences Based Instruction On Ninth Graders Chemistry Achievement And Attitudes Toward Science". Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607413/index.pdf.

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The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students&
#8217
understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Genç
Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was conducted during May of 2005. The groups were selected from eight 9th grade classes of Genç
Osman High School randomly. The students are at the ages between 14 and 16. The group which was assigned as experimental group was instructed by multiple intelligences theory based instruction (MITBI) whereas the other group was traditionally instructed. This experimental study took a period of three weeks. To determine the effectives of multiple intelligences based instruction over traditional science instruction, an achievement test about chemical bonding concept which consisted of 25 items were administered and an attitude scale toward chemistry developed by Geban et al., was applied. Science Process Skill Test was administered to investigate the relationship between the students&
#8217
science process skills and their achievement. For the statistical analysis, t-test, and Analysis of Covariance (ANCOVA) were used. The results showed that students who were instructed by multiple intelligences theory based instruction were achieved higher than the ones which were instructed by the traditional science instruction about chemical bonding concept. There was also a significant difference between the students instructed with Multiple Intelligences Theory Based Instruction (MITBI) and the students instructed with traditional science instruction (TSI) with respect to the attitudes of students toward chemistry. There was no significant difference between the attitudes and achievement of female students and that of male students. Students&
#8217
science process skills had no greater contribution to their success.

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Arthur, Debbie. "THE EFFECT OF INQUIRY-BASED INSTRUCTION ON STUDENTS' PARTICIPATION AND ATTITUDES IN A THIRD GRADE SCIENCE CLASSROOM". Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3660.

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The National Science Education Standards (1996) support inquiry-based instruction. According to the National Science Education Standards. When children or scientists inquire into the natural world they: ask questions, plan investigations and collect relevant data, and organize and analyze collected data. The purpose of this study was to investigate the effects of inquiry-based instruction on third-grade students' attitudes and participation in an elementary science classroom. Students were encouraged to ask and answer their own questions. In this study, analysis of data gathered form: pre and post survey, student journals, teacher field notes, and student interviews were triangulated to provide the support for findings reported in this study. Findins showed that inquiry-based science experiences positively affected students' attitudes in science and their participation. In addition, student worked collaboratively, made connections to other experiences, and demonstrated confidence in their ability to ask and answer their own questions through inquiry-based experiences.
M.Ed.;
Department of Educational Studies
Education
K-8 Mathematics and Science Education

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Baker, David A. "A study of the effect of culture on the learning of science in non-Western countries". Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/444.

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The research for this thesis was born of a desire to understand how a student's cultural background might influence the outcomes of science education. Of particular interest to me was the apparent paucity of academic achievement by many indigenous students as they study science through Western style schools and curricula, resulting in what I have termed 'educational alienation', which is evidenced by poor grades and slow rates of progression through the curriculum, and by some students displaying a high degree of antagonism toward the education system. 1 have sought to understand the causes of educational alienation by means of an interpretive inquiry based on a Grounded Theory methodology, using an Integrative Research Review as the primary means of data collection, supplemented by personal experience, data analysis and interview methods.The outcomes of the Grounded Research have caused me to re-think my understanding of culture and my tacit acceptance of conceptual change theory. Three distinct themes emerged as being significant to learning: Language Use, Traditional Beliefs and Life-world Knowledge. I have presented evidence suggesting that Language Use, Traditional Beliefs and Life-world Knowledge are largely subsumed within one's worldview, and that the term 'culture' lacks the specificity needed to explore the notion of educational alienation. I suggest that worldview is not only cultural, but is a dynamic belief system of the individual that is shaped by cultural forces and personal reflection, resulting in a reorganisation of knowledge throughout one's life. I propose that a constructivist view of learning and knowing presents us with a plausible explanation of worldview development and educational alienation, and I conclude with suggestions for further research and pedagogy that might develop the discourse and consequently improve the outcomes of science education for indigenous, non-Western students.

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Sasser, Selena K. "EFFECT OF STRUCTURE IN PROBLEM BASED LEARNING ON SCIENCE TEACHING EFFICACY BELIEFS AND SCIENCE CONTENT KNOWLEDGE OF ELEMENTARY PRESERVICE TEACHERS". OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/846.

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This study examined the effects of differing amounts of structure within the problem based learning instructional model on elementary preservice teachers' science teaching efficacy beliefs, including personal science teaching efficacy and science teaching outcome expectancy, and content knowledge acquisition. This study involved sixty (60) undergraduate elementary preservice teachers enrolled in three sections of elementary science methods classes at a large Midwestern research university. This study used a quasi-experimental nonequivalent design to collect and analyze both quantitative and qualitative data. Participants completed instruments designed to assess science teaching efficacy beliefs, science background, and demographic data. Quantitative data from pre and posttests was obtained using the science teaching efficacy belief instrument-preservice (STEBI-B) developed by Enochs and Riggs (1990) and modified by Bleicher (2004). Data collection instruments also included a demographic questionnaire, an analytic rubric, and a structured interview; both created by the researcher. Quantitative data was analyzed by conducting ANCOVA, paired samples t-test, and independent samples t-test. Qualitative data was analyzed using coding and themes. Each of the treatment groups received the same problem scenario, one group experienced a more structured PBL setting, and one group experienced a limited structure PBL setting. Research personnel administered pre and posttests to determine the elementary preservice teachers' science teaching efficacy beliefs. The results show elementary preservice teachers'science teaching efficacy beliefs can be influence by the problem based learning instructional model. This study did not find that the amount of structure in the form of core ideas to consider and resources for further research increased science teaching efficacy beliefs in this sample. Results from the science content knowledge rubric indicated that structure can increase science content knowledge in this sample. Qualitative data from the tutor, fidelity raters, and interviews indicated the participants were excited about the problem and were interested in the science content knowledge related to the problem. They also indicated they were motivated to continue informal study in the problem area. Participants indicated, during the interview, their initial frustration with the lack of knowledge gained from the tutor; however, indicated this led to more learning on their part. This study will contribute to the overall knowledge of problem based learning and its structures, science teaching efficacy beliefs of elementary preservice teachers, and to current teaching and learning practices.

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Dixon, Carmen S. "The Effects of "Girls in Science Day" on Middle School Girls' Attitudes and Interests in Science". Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426669449.

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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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Bell, Elizabeth, Wesley Wehde i Madeleine Wiens-Strucky. "Supplement or Supplant? Estimating the Effect of State Lottery Earmarks on Higher Education Funding". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7864.

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In the wake of declining state support for higher education, many state leaders have adopted lottery earmark policies, which designate lottery revenue to higher education budgets as an alternative funding mechanism. However, despite the ubiquity of lottery earmarks for higher education, it remains unclear whether this new source of revenue serves to supplement or supplant state funding for higher education. In this paper, we use a difference-in-differences design for the years 1990–2009 to estimate the impact on state appropriations and state financial aid levels of designating lottery earmark funding to higher education. Main findings indicate that lottery earmark policies are associated with a 5 percent increase in higher education appropriations, and a 135 percent increase in merit-based financial aid. However, lottery earmarks are also associated with a decrease in need-based financial aid of approximately 12 percent. These findings have serious distributional implications that should be considered when state lawmakers adopt lottery earmark policies for higher education.

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Bardwell, Tina. "Gamification with leveling up: Effects on learning science and motivation toward learning science". Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592234236072612.

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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.

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In 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.

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38

Mirkin, Philip Joshua. "The effect of holistic artistic devices on learner interest in Grade 9 Chemistry". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65445.

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The practice of science requires careful observation, experimentation and rational thinking accompanied by imaginative and intuitive insights to thrive in a mood of cutting edge exploration. South African Grade 9 Chemistry deals with established facts, usually devoid of artistic stimuli for capturing the imagination or awakening the intuitions of most learners. Many previous attempts to use the arts in the teaching of Chemistry are limited to the use of pictures, and less often, music and drama which are often superficial or even distracting from the real content. Most research into Science education has its focus on improving academic results with almost no research being conducted in the use of holistic, artistic devices to improve learner interest. Child-centred, holistic education indicates that the integration of rational logic with personal, intuitive knowing through story and the arts is a seed to sustained learner interest. This study used video-recorded experiments and a poem with holistic use of story, metaphor, rhythm and rhyme to characterise the behaviour of acids, bases and salts, to awaken greater learner interest. Class discussion centred on inquiry-based learning which challenged the validity of the characterisations used in the poem, completed the holistically integrated intervention. Changes in learner interest levels were determined by matched pairs in the pre-test and post-test. The research was undertaken with 222 learners from four schools in the greater Tshwane region. The results show that such holistically integrated devices, or stimuli, significantly increased learner interest through good engagement in the lesson as well as an improved perception of their grasp of the content, feelings towards Chemistry and relevance of Chemistry for their lives. As a first-of-its-kind research, further research in the use of appropriate holistic, artistic devices in Science education is recommended. Research into the longer-term use of such devices as well as the effects on learner academic results should be tested. This research indicates that teachers should consider providing a greater context and characterisation, with a broader range of stimuli, when presenting Chemistry to Grade 9 learners to allow them to relate to the experimental and academic content in a more imaginative, intuitive and personally meaningful way. The presentation of this dissertation will follow the courses of a dinner feast in the hope that the reader will be nourished holistically on multiple levels.
Dissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted

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Harris, Patricia Jayne. "The relationship between stress and retention within science undergraduates, their use of support and the potential remedial effect of stress education". Thesis, Edinburgh Napier University, 2016. http://researchrepository.napier.ac.uk/Output/453554.

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Students experience stress due to many factors including educational unpreparedness, financial strain and the inability to integrate socially. This mixed methods study aimed to investigate stress levels of undergraduate students in a post-1992, Scottish university and the potential for measures of stress to act as an indicator of student withdrawal. Additionally, the project was concerned with students' use of support services and the development of a resource to facilitate student resilience with the aim to impact positively on retention. The level of perceived stress reported by students appeared to be high and was coupled with intention to dropout across all study levels. Students' psychological wellbeing appeared to be much lower than results published for the general population and actual withdrawal within the sampled cohort was higher than the University's formal figures would suggest. Perceived stress predicted a student's intention to withdraw but this association did not transfer to actual withdrawal suggesting that other factors, most likely coping mechanisms, play a part in mediating the withdrawal behaviour. Further data collection is required to confirm if a combination of perceived stress and coping data more accurately predicts actual withdrawal, however results showed that measures of perceived stress could be used to indicate a proportion of ‘at risk' students. Low use of avoidance and distraction coping was a better predictor of low self-reported stress than was high use of adaptive coping and this may have implications for interventions that endeavour to reduce stress through improved coping. Despite the seemingly high levels of stress and potential worry over dropout, students were reluctant to seek support and many were unaware of the support services available. An online, stress education resource was developed to build students' understanding of stress and the support available. It was envisaged that this would reduce stigma, aid in student self-awareness and self-assessment and improve their coping repertoire. The intervention was trialled alongside controls and results demonstrate that further work needs to be done to embed stress resilience into the student life cycle. The project reaffirms the need for concern over student wellbeing and highlights areas for improvement. Given students in this study may be considered ‘engaged', results bring to light a population, previously thought to be ‘low risk', but who could benefit from additional support to prevent unnecessary underachievement or attrition.

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Rhodes, Ashley E. "The effect of teacher designed multimedia on student comprehension and retention rates within introductory college science courses". Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15513.

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Doctor of Philosophy
Department of Curriculum & Instruction
Margaret Gail Shroyer
Compared to other nations, fewer American students are pursuing and completing degrees within the science, technology, engineering, and mathematics (STEM) fields. For the United States to remain competitive, the development of novel instructional techniques designed to reach students who might otherwise be lost from these majors is imperative. This study examined the use of teacher designed multimedia within an introductory STEM course. Quantitative methods were used in a real classroom setting to examine the relationship between the use of multimedia and the amount of information students comprehended and retained when learning photosynthesis. Also, the relationship between the use of multimedia and the learning gains of female students within introductory STEM courses was examined, as their participation within the STEM fields has historically been low. Qualitative methods were employed to discern which multimedia features students and instructors found the most beneficial regarding the presentation of complex and abstract scientific concepts. Using a quasi-experimental, design-based research approach, it was determined that the use of simple animations and corresponding narration increased student learning gains compared to the use of static pictures and text. This finding aligned well with theories regarding multimedia learning and its use of dual coding for reducing cognitive load. The value of multimedia for learning gains was greatest for females with lower prior knowledge levels, as defined by performance on a pre-test. However male students with low prior knowledge benefited, although not to the same degree as females. In agreement with the fundamentals of constructivism, this finding supported the idea that basic schema construction is paramount for increasing comprehension. Results from the qualitative portion of the study indicated that students prefer multimedia over static text and pictures because: 1. Complex processes can unfold in motion while being described verbally 2. Schema construction is guided by a trusted source, and 3. Small chunks of information can be presented yet tied together in a larger sequence.

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Meier, Lori T. "The Effect of School Culture on Science Education at an Ideologically Innovative Elementary Magnet School: An Ethnographic Case Study". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5887.

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This ethnographic case study investigated the science practices of teachers at onePUBLIC elementary magnet school in light of how school culture influenced science curriculum design and instruction. The purpose of the study was to address how school culture impacted the school’s overall treatment of science as a viable content area. Key informant teachers were interviewed to explore their personal beliefs and values, teaching, access to materials, and views of the adopted integrated thematic curriculum model and magnet structure. The resulting data, triangulated with informal observation and artifact collection, were analyzed using a theoretical framework that emphasized five interdependent school culture indicators (values, beliefs, practices, materials, and problems). Findings suggest that the school’s culture adversely influenced the treatment of science.

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Horn, Maike L., i University of Lethbridge Faculty of Education. "Girls in science : the effect role models have on student interest / Maike L. Horn". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2011, 2011. http://hdl.handle.net/10133/3123.

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The central query of this study is focused around questions about increasing the numbers of girls and women in science. Surveys and focused group interviews were conducted with Grade 8 and 11 girls in two rural southern Alberta high schools to obtain an understanding of the impact they feel role models have on them with respect to an interest in science and the pursuit of a science career. While boys were also surveyed for comparison purposes, the focus of the study was girls‘ perceptions. Seemingly girls are just as interested in science topics as boys until they get to high school. While boys appear to continue to study science with interest, what prevents many girls from continuing to study topics they previously enjoyed? In elementary school many teachers are female but in high school a majority of science teachers are male. Does the gender of the teacher affect girls‘ interest in science? Extending this thought beyond the classroom: does the lack of positive visible female role models in science discourage girls‘ interest in science and science careers? The answers to these questions are complex.
xiv, 247 leaves ; 29 cm

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Baker, David A. "A study of the effect of culture on the learning of science in non-Western countries". Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12090.

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The research for this thesis was born of a desire to understand how a student's cultural background might influence the outcomes of science education. Of particular interest to me was the apparent paucity of academic achievement by many indigenous students as they study science through Western style schools and curricula, resulting in what I have termed 'educational alienation', which is evidenced by poor grades and slow rates of progression through the curriculum, and by some students displaying a high degree of antagonism toward the education system. 1 have sought to understand the causes of educational alienation by means of an interpretive inquiry based on a Grounded Theory methodology, using an Integrative Research Review as the primary means of data collection, supplemented by personal experience, data analysis and interview methods.The outcomes of the Grounded Research have caused me to re-think my understanding of culture and my tacit acceptance of conceptual change theory. Three distinct themes emerged as being significant to learning: Language Use, Traditional Beliefs and Life-world Knowledge. I have presented evidence suggesting that Language Use, Traditional Beliefs and Life-world Knowledge are largely subsumed within one's worldview, and that the term 'culture' lacks the specificity needed to explore the notion of educational alienation. I suggest that worldview is not only cultural, but is a dynamic belief system of the individual that is shaped by cultural forces and personal reflection, resulting in a reorganisation of knowledge throughout one's life. I propose that a constructivist view of learning and knowing presents us with a plausible explanation of worldview development and educational alienation, and I conclude with suggestions for further research and pedagogy that might develop the discourse and consequently improve the outcomes of science ++
education for indigenous, non-Western students.

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Villalta-Cerdas, Adrian. "Development and Assessment of Self-explaining Skills in College Chemistry Instruction". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5323.

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The prevalent trend in chemistry instruction relies on what has been described as the classroom game. In this model, students take a passive role and the instructor does all the explaining (thinking), and learning is trivialized to knowing the correct answers (memorizing) and being able to produce them when prompted (regurgitating). The generation of explanations is central to scientific and technological development. In the process of figuring out explanations, the generation of inferences relies on the application of skills associated with scientific behaviors (e.g., analytical reasoning and critical thinking). The process of explanation generation causes a deeper analysis and revision of the scientific models, thus impacting the conceptual understanding of such models. Although the process of generating authentic explanations is closer to the experience of doing science, this process is seldom replicated in science instruction. Self-explaining refers to the generation of inferences about causal connections between objects and events. In science, this may be summarized as making sense of how and why actual or hypothetical phenomena take place. Research findings in educational psychology show that implementing activities that elicit self-explaining improves learning in general and specifically enhances authentic learning in the sciences. Research also suggests that self-explaining influences many aspects of cognition, including acquisition of problem-solving skills and conceptual understanding. Although the evidence that links self-explaining and learning is substantial, most of the research has been conducted in experimental settings. The purpose of this work was to advance knowledge in this area by investigating the effect of different self-explaining tasks on self-explaining behavior and the effect of engaging in different levels of self-explaining on learning chemistry concepts. Unlike most of the research in the field, this work did not focus on advancing procedural knowledge through self-explanation of examples or conceptual understanding through self-explanation of textual information and concepts. Instead, it focused on an experience closer to doing science by presenting a familiar phenomenon to the participants and a fact that would potentially induce cognitive imbalance to then prompt them to self-explain. This work used a multi-condition, mixed-method approach to categorize students' self-explaining behaviors in response to learning tasks and link it to the performance in a post-learning task. Students were randomly assigned to conditions that included the following: studying an experts' explanation, explaining correct and incorrect answers, explaining agreement with another's answer, and explaining one's own answer for others to use. Data were gathered in the classroom ecology of a university, large-enrollment general chemistry course. Content and construct validity evidence support the functionality of the research instruments for the assessment of conceptual understanding of entropy and the Second Law of Thermodynamics. An in-depth analysis of the post-learning task showed that the data collected from the instrument is reliable, consistent and reproducible. Findings supported an association between the self-explaining tasks and students' self-explaining behaviors. Results showed distinct categorical self-explaining behaviors in students' written responses. These self-explaining behaviors were associated with the self-explaining task given to the students. Thoughtful design of learning tasks can effectively elicit engagement in sophisticated self-explaining in natural, large-enrollment college chemistry classroom environments. Comparison analyses of performance in the post-learning task suggested that in the context of large-enrollment college chemistry classroom environments, self-explaining activities improved students' conceptual understanding in chemistry. Overall, the work showed that students can self-explain chemical phenomena and apply the underlying chemistry concepts in the resolution of novel problems without direct intervention of an instructor. This work supports the incorporation of self-explaining activities in the repertoire of teaching practices of both experienced and novice instructors for general chemistry courses.

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Huling, Milton David. "The Effect of Teachers' Epistemological Beliefs on Practice". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5044.

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Unfortunately, for the most part, teachers do not teach the Nature of Science (NOS). Even when teachers have adequate NOS knowledge, their knowledge still does not make its way into practice. While there are various reasons for this happening, this study has isolated other, more typical, constraints to teaching in order to look more closely at the influence of personal epistemological beliefs, understandings of NOS, and their effects on practice. In an effort to minimize typical constraints of time for the teaching of NOS, a sixth grade physical science course was chosen as a way to minimize this constraint. Within this course there was a School District- mandated schedule for the teaching of NOS. This curriculum map included details of what NOS topics to teach and when to teach them. In Phase One of the study, correlational relationships between these understandings of NOS and personal epistemological beliefs were investigated. A Pearson Correlation Coefficient of 0.62 was calculated based on 28 sixth grade science teachers. In Phase Two of the research, eleven participants were chosen for a more in-depth analysis. Through the use of triangulation of interview data, classroom observations, artifact collection and survey scores to ascertain the constraints for each individual, even though few constraints could be verified that would affect instruction, only three of eleven participants taught NOS. Personal epistemological beliefs play a role in the way instruction is approached in either a constructivist or non-constructivist manner.

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46

Holleman, Margaret Ann Phillip. "Effects of academic-industry relations on the professional socialization graduate science students". Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/282896.

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This study asks if there has been a change in graduate student socialization in the biological sciences given the increased commercialism of life sciences. Drawing on the work of Steven Brint (1994) and Sheila Slaughter and Larry Leslie (1997) and Sheila Slaughter and Gary Rhoades (2004), this study asks if graduate student socialization has shifted emphasis from the social and moral dimensions of work (social trustee professionalism) to the practical, technical, and commercial dimensions (expert professionalism). Building on the survey results of the Acadia Project (Swazey, Louis, & Anderson, 1994; Louis, Anderson & Rosenberg, 1995), this qualitative study uses interviews with 25 graduate science students at two A.A.U. research universities that have been heavily involved in academic-industry relations to see how the students were professionally socialized throughout their educational careers. The student configuration compares males and females, U.S. and international students, and those funded by the government versus those receiving at least partial support from industry. It uses critical professionalization theory as a framework. The study found that students' career goals and values were usually set before graduate school primarily by females in non-elite institutions, such as community colleges, women's and liberal arts colleges, and non-flagship state universities. Also, university science faculty tend to continue to socialize students--even those planning to go into industry--for the professoriate, as their prestige is based on placing proteges into other elite schools. U.S. females and most students going into academics or government labs had the values of social trustee professionals while those going into industry held those of expert professionals. The former were more likely to recognize situations involving conflicts of interest or commitment. Almost all the students were disillusioned by the grants and promotion and tenure systems. They feel both tend to erode scientific norms. Both also require mentors to maintain large labs. International students tend not to get training in research ethics. In the conclusion, recommendations are made about recruiting more students into science careers, changing the mentoring and grants processes, and requiring ethics classes and work in undergraduate labs.

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Boudalia, Mohamed. "Effect of Early Exposure to Technology on Student Satisfaction with Online Education". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5166.

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U.S. student enrollment in online classes in the higher education sector has grown rapidly since 2001. Researchers have found that student satisfaction often leads to higher student retention, yet more research was needed to understand reasons for student satisfaction with online education. The purpose of this nonexperimental study was to examine the relationship between students' early exposure to technology (i.e., before college) and their satisfaction with online education in college. The unified theory of acceptance and use of technology were the theoretical framework. A convenience sample of 103 participants from the population of online students at colleges and universities in the United States took a survey on their past exposure to information and communication technology (ICT); their expectations for, and willingness to continue using ICT; and their satisfaction with online education. Several statistical tests, such as ANOVA, Spearman Rho correlation, and t-tests were conducted to analyze collected responses. Results indicated there was an indirect relationship between the early exposure to technology and student satisfaction based on the statistically significant correlation found between the early exposure to technology and effort expectancy, then between effort expectancy and use behavior and finally between use behavior and student satisfaction. By implementing study findings, educators and managers may be better able to bring positive social changes necessary to prepare all students and workers for the technology-driven education and the workplace regardless of their socioeconomic status.

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48

Leinweber, Chay. "A Retrospective Survey of College Biology Majors on the Effect of Educational Laboratory Practices and Outdoor Field Experiences on Degree Retention, Interest, and Motivation in Biology". Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10808769.

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The goal of this study is to determine where interest in biology is created, reinforced, or diminished in education. The online, Qualtrics created survey was launched on October first, 2017 until October twenty-fifth, 2017 to students enrolled as freshmen in the biology program, undergraduate seniors in the biology program, and graduate students of the biology program. There were 197 participants in all, and they were asked to respond retrospectively to a variety of questions dealing with their background, interest, and motivation in biology. Results from the survey questions were grouped and analyzed based on six research questions of the study and the hypotheses from these were supported, partially supported, or not supported. We determined that: (1) subjects' perceptions of hands-on lab classes, field work, outdoor experiences and research all helped push college students to pursue a college biology degree; (2) subjects did not attribute their decision to study the field of biology to their family members, but did attribute their decision to other significant people in their lives with strong biological experience, degrees, or expertise; (3) subjects did not believe that other content-related, nontraditional experiences such as STEM camps, community service opportunities, and research opportunities had a positive influence on their desire to go into biology or assisted them in learning in the college biology curriculum; (4) subjects believe that college courses with hands-on activities, classes with labs, field work, outdoor labs and undergraduate research will help them to succeed or persist in their college biology degree; (5) subjects believe that biology labs positively influence their self-confidence in biology and help them better perform in science; (6) subjects do not believe the best protocols in laboratories are inquiry-based, as compared to step-by-step methods.

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Ditmore, Devin Alan. "Effect of Modeling Instruction on Concept Knowledge Among Ninth Grade Physics Students". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2207.

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A basic knowledge of physics concepts is the gateway to success through high-paying careers in science, technology, engineering, and mathematics (STEM). Many students show little understanding of concepts following traditional physics instruction. As an alternative to current lecture-based approaches for high school physics instruction, Piaget's theory of cognitive development supports using real scientific experiences to lead learners from concrete to formal understanding of complex concepts. Modeling instruction (MI) is a pedagogy that guides learners through genuine scientific experiences. This project study analyzed the effects of MI on 9th grade physics students' gains on the test measuring mastery of physics concepts, Force Concept Inventory (FCI). A quasi-experimental design was used to compare the FCI scores of a traditional lecture-taught control group to a treatment group taught using MI. A t test t(-.201) = 180.26, p = .841 comparing the groups and an analysis of variance F(2,181) = 5.20 comparing female to male students indicated MI had no significant positive effect on students. A partial eta squared of the effect size showed that 5.4% of the variance in FCI gains was accounted for by gender, favoring female participants for both groups. The significant relationship between content and gender bears further inquiry. A lesson plan guide was designed to help teachers use computer simulation technology within the MI curriculum. The project promotes positive social change by exploring further ways to help adolescents experience success in physics at the beginning of high school, leading to future success in all STEM areas.

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Ashley, Samuel. "The effects of informal science education on students' attitudes and academic performance". Master's thesis, Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002166.

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