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1
McOsker, Megan. "Student Understanding of Error and Variability in Primary Science Communication". Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/McOskerM2009.pdf.
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Leech, Andrea Dawn. ""What Does This Graph Mean?" Formative Assessment With Science Inquiry to Improve Data Analysis". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1537.
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This study investigated the use of formative assessment to improve three specific data analysis skills within the context of a high school chemistry class: graph interpretation, pattern recognition, and making conclusions based on data. Students need to be able to collect data, analyze that data, and produce accurate scientific explanations (NRC, 2011) if they want to be ready for college and careers after high school. This mixed methods study, performed in a high school chemistry classroom, investigated the impact of the formative assessment process on data analysis skills that require higher order thinking. We hypothesized that the use of evaluative feedback within the formative assessment process would improve specific data analysis skills. The evaluative feedback was given to the one group and withheld from the other for the first part of the study. The treatment group had statistically better data analysis skills after evaluative feedback over the control. While these results are promising, they must be considered preliminary due to a number of limitations involved in this study.
3
Heinz, Adrian. "Algorithms and software systems for learning and research". CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536758.
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Software systems have experienced an impressive growth in the last few decades
and have impacted a wide variety of areas. In this respect, two elds bene t greatly.
Learning and research. In this work, we present several software systems that we
have created to assist in the process of learning and to help researchers by performing
complex computations and generating data. We demonstrate three web-based educational
video games that we developed to teach science to middle school students. We
also describe several software systems that we created for research in graph theory and
model checking. Finally, we discuss our results, contributions and future directions.Educational perspectives -- Graph algorithms and their applications -- E-learning -- Model checking.
Educational perspectives -- Graph algorithms and their applications -- E-learning -- Model checking.
Department of Computer Science
4
Eiser, Leslie Agrin. "Microcomputer graphics to teach high school physics". Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66055.
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Keller, Stacy Kathryn. "Levels of line graph question interpretation with intermediate elementary students of varying scientific and mathematical knowledge and ability a think aloud study /". Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002356.
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Frauenknecht, R. "Secondary and early tertiary student's understanding of graphs of motion". Thesis, University of Stellenbosch, 1998. http://hdl.handle.net/20.500.11838/2128.
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Thesis (PhD (Education))--University of Stellenbosch, 1998.This dissertation deals with typical, widespread student errors with respect to kinematic graphs as revealed by a literature survey, as well as an own empirical investigation into the nature and extent of these misconceptions. The fact that certain misconceptions turned out to be more widespread than initially believed, has serious consequences for educators' assumptions about students' understanding of graphs in general, as well as their ideas on how to minimise some generally occurring "alternative views on graphs". Students' graphing skills are analysed and described in terms of a number of translations between various representations of physical events involving motion. A special focus is placed on graph transformations, which are translations from one graphical representation to another. It turned out that this provides valuable information about a learner's graphing skills, as well as his understanding of the relevant kinematic quantities and conventions required to make successful transformations.
7
Scott, Beverly (Beverly Ann). "The Effect of Graphing Calculators in Algebra II Classrooms: A Study Comparing Achievement, Attitude, and Confidence". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278081/.
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The purpose of this study was to investigate the effectiveness of the graphing calculator on the achievement, attitude toward mathematics, and confidence in learning mathematics of Algebra II students.
8
Hung, Cheung-ling. "A study of the teaching methods used by integrated science teachers in Hong Kong secondary schools". Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803925X.
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Tlala, Kedibone Magdeline. "The effect of predict-observe-explain strategy on learner's misconceptions about dissolved salts". Thesis, University of Limpopo ( Turfloop campus), 2011. http://hdl.handle.net/10386/641.
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Thesis (M.Ed.) --University of Limpopo, 2011Misconceptions learners bring to class are in sharp contrast to acceptable science. These misconceptions emanate from a variety of sources including the way educators teach, textbooks used by teachers and from life experiences. These misconceptions at high school (Grade 10) are a potential source of learning difficulty regarding understanding how salts dissolve in water. To assist learners to overcome such difficulties, learner-centred and activity-based intervention, Predict-Observe-explain (POE), was used in this study. The sample consisted of 93 Grade 10 Physical Sciences learners from two neighbouring schools situated in Moutse West circuit, Sekhukhune District, Limpopo Province. 53% of the students involved in this study were males and 47% were females. The purpose of this study was to investigate Grade 10 Science learners’ conceptual understanding of dissolved salts and to explore the use of POE strategy in order to reduce learners’ misconceptions about the dissolved salts. The study also, explored students’ prior knowledge of concepts related to the dissolved salts and determined the effectiveness of POE strategy on males and females. A quasi-experimental design was used where the experimental group (EG) used POE strategy during treatment and where the control group (CG) used the traditional teaching using lecturing and demonstrations. Before the start of the study, both groups wrote a pre-test using the Achievement Test (AT) to determine science baseline knowledge. Thereafter the intervention for EG and lecturing for CG followed and lasted for five weeks. After the intervention, both groups wrote the post-test to determine learners’ achievements. The post-test was followed by interviews to discover issues that were not identified during the AT. The quantitative data were analysed using both the t-test and the Analysis of Co-variance (ANCOVA). The qualitative data collected through interviews were coded to form themes and later themes were organised in categories. The results show that EG performed better in the post-test than the CG their counterpart. More importantly, this study identified two new misconceptions that have not been reported in the literature: salts dissolve in water when it is in ‘fine’ grains; and solid sodium chloride is not an ionic compound. Furthermore, findings from AT revealed that students’ conceptual understanding of how salts are formed, how salts dissolve in water and how salts ionise improved dramatically especially from the EG, but not for the CG. Data collected on the AT post-test for EG show that males (mean 21.13 ± 9.72 SD) achieved better than females (mean 12.73 ± SD 5.97) and t-test p = 0.004. On macro level concepts, females from CG achieved higher scores than the males from the same group. Conversely, on micro level, the CG achievements were lower than the EG in males and females, suggesting that POE favours the reduction of misconceptions not only at macroscopic levels, but also at microscopic levels. The findings in this study highlight the need for educators, curriculum developers and textbook writers to work together in order to include various elements of POE in the curriculum as a model for conceptual change at high school science classroom.
10
NDURYA, RUDOLPH. "Teaching methods for science subjects in elementary schools : A qualitative study on the methods science teachers describe that they use to teach science subjects in elementary schools and what effect they say these methods have on students’ motivation towards science subjects". Thesis, Jönköping University, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49249.
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The objective of the empirical study was to explore which teaching methods science teachers in elementary schools describe that they use and the effects these methods have on student motivation towards the subject, according to these teachers. The study is based on the socio constructivism perspective while also correlating pragmatism and cognitive constructivism in relation to teaching methods in science lessons. Semi-structured interviews have been conducted with experienced and skilled elementary science teachers from around the district of Jönköping. Through the interviews the teachers gave accounts and descriptions of teaching choices they make for their lessons. They also accounted for the tangible effects these methods had on students’ motivation in the subject. As per the results of this study, it is perceived that the interviewed teachers base their teaching on the previously described learning theories. As they are a vital part of our education and learning in Sweden it is fair to point out that the integrating of these teaching and learning theories fit different scenarios of learning differently. Therefore, they absolutely need not necessarily be considered as contradicting each other as much as complementing the other as evidently shown in the study. Because learning theories have differing focus in learning, teachers would be well placed in their pedagogical aspirations by using different learning perspectives to be able to cater for different aspects of learning. Furthermore, different curriculum needs may require different theoretical learning focus. The teachers’ descriptions about their teaching methods suggest that they seek theoretical support and inspiration from various learning theories, more so, in this study, from sociocultural perspective and through pragmatism. This study has also revealed that the teachers make use of an accumulated repertoire of subject know-how and are actively using it in various ways to impact student learning and motivation. As teachers, the right attitude would be to understand which methods fit the class dynamic as this will affect student engagement and subsequently, performance and motivation. It is clear therefore, that the need to adapt teaching to cater for students’ individual needs should be deemed a good reason to help unlock students’ potential in their quest for knowledge acquisition
11
Dayson, Gaynor. "Children’s concepts about the slope of a line graph". Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25377.
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This study is concerned with how children interpret the slope of a line graph. Today with the vast accumulations of data which are available from computers, people are being faced with an ever increasing amount of pictorial representation of this data. Therefore it is of the utmost importance that children understand pictorial representation. Yet in spite of the popularity of graphs as tools of communication, studies show that many adults experience difficulty in reading information presented in a graphical form.
The slope of the graph was chosen for this investigation because it is in this aspect of graphing (as shown by the results of the 1981 B.C. Assessment) that children in British Columbia seem to have the greatest difficulty when they reach Grade 8. The study dealt with positive, negative, zero and infinite slopes, combinations of these slopes, curvilinear graphs and qualitative graphs, that is, graphs that have no numerical data shown on the axes.
The researcher chose to use a structured individual interview as a means of collecting data about how the students interpreted the slope of a line graph. Graphs used in the interviews dealt with temperature, height, weight and distance. Twenty-two students were chosen for this study.
The students were found to have problems mainly with graphs dealing with distance related to time. This problem may be due to the fact that many students read only one axis and when interpreting distance seem to include direction as an added dimension of the graph. Infinite slope graphs were misinterpreted by every student, which may be due to the fact that they ignore the time axis. In general students used two methods of interpreting graphs. In some cases they observed the direction of the graph from left to right, that is, whether the slope went up or down from left to right. In other cases they examined the end points on the graph and drew their conclusions from them. The choice of method varied with the contextual material shown on the graph, which may be due to the children's concept of the parameter in the physical world and whether they see the parameter as being able to increase and decrease over time.
From the study the investigator feels that more discussion of graphing by teachers and students is needed if the misconceptions are to be cleared up. Discussion of the parameters of both axes by teachers might help clear up the misconceptions students have about distance travelled over a period of time when this is expressed as a graph. There would be less chance of a graph being read as a map if the relationships between the two axes were demonstrated to students. Teachers also need to be aware of both methods used by students in interpreting graphs.Education, Faculty of
Graduate
12
Lam, Wai-lin, i 林慧蓮. "Teaching methods and approaches to learning in science among Secondary1 students in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957195.
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Wolfe, James S. "Let the computer teach itself : an examination of teaching machines among other methods of teaching in computer science". Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546138.
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Better methods for teaching computer science are needed. While no clear winner emerges in studies on the effectiveness of teaching media, the use of several media can be mutually reinforcing. Methods available to computer science teachers include lecturing, giving projector demonstrations, conducting hands-on sessions, monitoring independent study, and making a teaching machine available for group or individual use.A main strength of the teaching machine is its furnishing immediate feedback as students answer its quizzes. Teaching machines can assist in the major components of instruction: presenting information, guiding students, providing practice, and assessing student learning. They may take the form of tutorials, drills, simulations, or games. Good tutorials include directions, presentation frames, quizzes, assessment of student responses (with hints following mistakes), and facility to branch to different parts of the machine. A teaching machine's usefulness may be validated by comparing pre-test and post-test scores, by tracking student performance, and by field observation. Machines may be used solo or as a supplement and used with a whole class or as a means for bright students to forge ahead or slow students to catch up.Department of Computer Science
14
Hung, Cheung-ling, i 孔祥齡. "A study of the teaching methods used by integrated science teachers inHong Kong secondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955782.
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Cardwell, Steven McDonald. "A study to determine the nature of science teachers' functional paradigms using qualitative research methods". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28593.
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It is believed that one of the overriding factors that has contributed to the resistance to curriculum change on the part of teachers is that some of the new curricula seem to require a major change in teaching methodology and style. This change amounts to a conflict between paradigms. If this belief is correct, then one can argue that there will have to be a shift in teachers' functional paradigms in order for these curriculum innovations to be implemented.
The study focuses on the goals, problems, exemplars, and routines, which constitute the "functional paradigms" of teachers. The term "functional paradigm" is meant to convey the idea that the characteristics which unite a community of practitioners are likely to be centered on practical matters: Why do teachers function in particular ways? Do teachers attach "common meanings" to particular situations or entitles?
The following specific research questions were examined:
1. What are some of the factors which influence the formulation of teachers' functional paradigms?
2. What is the nature of teachers' functional paradigms? 3. a) What are the perceptions of teachers with regard to curriculum change?
b) What is the relationship between teachers' functional paradigms and their perceptions of curriculum change?
c) To what extent do teachers' functional paradigms become idiosyncratic when they are faced with a curriculum change?
The methodology involved interviews with teachers. A
pilot study was conducted prior to the main study. The
interviews in the main study were analyzed in terms of six
main categories.
The results seem to indicate:
1. There are common categories and sub-categories that contribute to the formation, development, and maintenance of teachers/ functional paradigms. They include:
o past educational experiences.
o background in general.
o practicum experiences.
o past and present teaching experiences.
o curriculum materials.
o constraints on teaching.
o school, students, and other workers in the school.
2. There seems to be a "core" of common categories among teachers. The intersection of elements within these categories composes the functional paradigms of teachers in general. Although the paradigms are functional in an active sense, they are relatively stable within the "culture", and over the long term. This stability must be considered if innovators in education ever contemplate a change which would require a shift in teachers'" functional paradigms. This commonality of beliefs, routines, problems, and exemplars is probably greater among teachers within the same small segment of the organization than within the entire profession.
3. Evidently, teachers select, interpret, and utilize learning materials in different ways dependent on the nature of their personal functional paradigms. A number of differing elements in teachers'' functional paradigms have been identified. These elements determine how teachers teach in terms of their use of curriculum materials. Curriculum change agents must consider the functional paradigms of individuals and determine how common these paradigms are before attempting a major pedagogical change. This study has shown that if these factors are not considered, then the curriculum change that is contemplated will be reduced to a mere change in content. The teachers will utilize the curriculum materials according to their own functional paradigms.
4. The inertia against curriculum change is most difficult to overcome with more experienced teachers, and more easily overcome with beginning teachers. This suggests that the focus of curriculum implementation needs to be aimed at certain segments of the profession. Somehow the change agents must assist educators to change their functional paradigms to meet the desired ends of the new curriculum prior to implementation. The alternative is the disparity that seems to exist between the curriculum that is intended by the policy makers, the curriculum that is implemented by the teachers, and the curriculum that is ultimately attained by the students.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
16
Hays, Lauren. "Academic Librarians' Teacher Identity Development through the Scholarship of Teaching and Learning| A Mixed Methods Study". Thesis, Northwest Nazarene University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810849.
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This dissertation was an explanatory sequential mixed methods study that sought to understand academic librarians’ involvement and experience in the Scholarship of Teaching and Learning (SoTL). Specifically, the researcher studied academic librarians’ teacher identity development through SoTL. Quantitative data were collected from a survey sent to the Association of College and Research Libraries Information Literacy listserv. Semi-structured interviews with seven academic instruction librarians who took part in the survey provided qualitative data that complemented and built upon the survey results. The theoretical framework, Communities of Practice, guided and supported the research. Results from the study indicated that academic instruction librarians are involved in SoTL for a variety of reasons, but primarily because they believe participation in SoTL improves their teaching. Also, the null hypothesis of if librarians engage in the Scholarship of Teaching and Learning, their identities will be the same as they were before was rejected, and the research hypothesis was accepted. Engagement in SoTL does impact academic instruction librarians’ teacher identity. After involvement in SoTL most research participants reported that their view of themselves as a teacher grew. Participation in SoTL also impacted academic instruction librarians’ instructional practices. After participation in SoTL, study participants reported an increase in their attitude toward self-improvement and in their use of active learning strategies. These study findings have implications for Library and Information Science (LIS) graduate schools, academic library administrations, and professional development organizations.
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Loop, Sallie Bell Jackson. "The Effect of Teacher Training in the Use of Computer Graphing Software on the Achievement of Algebra II Students". Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332459/.
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The purpose of this study was to investigate the effectiveness of carefully designed teacher training in the use of the computer to teach graphing skills associated with Algebra II conic sections. Three areas were studied: the teachers' attitude toward mathematics, and the effect on students' achievement in the area of graphing skills.
18
Taylor, Bernard Wayne. "A Study of Anxiety Reducing Teaching Methods and Computer Anxiety among Community College Students". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277692/.
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The purpose of this study was to evaluate the relationship between anxiety reducing teaching methods and computer anxiety levels and learning gain of students in a college level introductory computer course. Areas examined were the computer anxiety levels of students categorized by selected demographic variables, the learning gain of students categorized by selected demographic variables, and anxiety levels and learning gain of students after completion of the course. Data for the investigation were collected via the Standardized Test of Computer Literacy (STCL) and the Computer Opinion Survey (CAIN), developed by Michael Simonson et al. at Iowa State University. The nonequivalent pretest/posttest control group design was used. The statistical procedure was the t test for independent groups, with the level of significance set at the .05 level. The data analysis was accomplished using the StatPac Gold statistical analysis package for the microcomputer. Based upon the analysis of the data, both hypotheses of the study were rejected. Research hypothesis number one was that students in a class using computer anxiety reducing teaching methods would show a greater reduction in computer anxiety levels than students in a traditional class. Hypothesis number two was that students in a class using computer anxiety reducing methods would show a greater learning gain than students in a traditional class. This research revealed that there was no statistically significant difference in the computer anxiety levels or the learning gain of students between the control group and the experimental group.
19
Kelly, Karinsa Michelle. "Science Journals in the Garden: Developing the Skill of Observation in Elementary Age Students". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1536.
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The ability to make and record scientific observations is critical in order for students to engage in successful inquiry, and provides a sturdy foundation for children to develop higher order cognitive processes. Nevertheless, observation is taken for granted in the elementary classroom. This study explores how linking school garden experience with the use of science journals can support this skill. Students participated in a month-long unit in which they practiced their observation skills in the garden and recorded those observations in a science journal. Students' observational skills were assessed using pre- and post-assessments, student journals, and student interviews using three criteria: Accuracy, Detail, and Quantitative Data. Statistically significant improvements were found in the categories of Detail and Quantitative Data. Scores did improve in the category of Accuracy, but it was not found to be a statistically significant improvement.
20
Cheng, Tzung-Yu. "The effects of graphic organizers on the comprehension and retention of Chinese sixth-grade readers in social studies classrooms". Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897466.
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The purpose of this study was to investigate the effects of using graphic organizers during prereading, reading, and postreading positions of the comprehension and retention of Chinese sixth-grade students who were identified as below-average or above-average readers. Chinese sixth graders from one school were first administered The Michigan Chinese Reading Test to identify reading level. Subjects were then assigned to one of the four treatment groups: traditional Chinese social studies method, graphic preorganizers, graphic organizers as a reading guide, and graphic post organizers.Two practice passages were first used to familiarize the subjects with how graphic organizers were utilized in instruction before reading on experimental passage. The dependent measure, 45 multiple-choice questions based on the experimental passage, was administered twice: the next day after the instructional sessions were concluded and again seven days later.The principal analysis to test the three null hypotheses was a 2 x 4 x 2 ANOVA with repeated measures on the last factor corresponding to the two administrations of the test. Two follow-up analyses of variance (ANOVAs) were used to test for differences in treatment condition sepa-rately for above-average readers and below-average readers, using the average of the immediate and the seven-day delayed tests. One Scheffe test was applied to find the location of significant differences among the four treatment conditions for above-average readers. Finally, four follow-up t-tests were used to test for differences in reading level at each of the four treatment levels.Three conclusions were drawn from the statistical analyses of the data: 1) graphic organizers had a significant effect on comprehension and retention only when above-average readers were required to process the organizers during reading; 2) graphic organizers did not produce significantly better comprehension and recall performance of below-average readers; and 3) the effect of graphic organizers was equal to that of the traditional Chinese social studies method in maintaining comprehension and recall for both above-average readers and below-average readers over a one-week delay.Department of Elementary Education
21
Niedo, Noelle Frances Garcia. "A Pilot Study on Methods to Introduce Teachers to New Science Standards". Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10250061.
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With the recent adoption of the Next Generation Science Standards in Oregon, there is a great need for teachers to be trained to effectively implement the three dimensions of the Next Generation Science Standards (NGSS) in their teaching. Time and location are the largest constraining factors that affect teacher participation in professional development trainings. To address this constraint, Tryon Creek State Park offered a NGSS professional development training opportunity for teachers that was integrated within a field trip that they took their students on. Before the field trip, teachers were introduced to the NGSS through a set of NGSS pre-field trip materials which informed them about the NGSS and how aspects of it would be integrated into their students’ field trip. Teachers accompanied their students on a two-hour long field trip at Tryon Creek State Park where teachers observed nature guides model NGSS-aligned activities for the students. My research aimed to answer the following question: How will an informal science education program at Tryon Creek State Park affect K-2 teachers’ awareness of the Next Generation Science Standards? Outcomes were measured through a pre/post retrospective survey and follow-up interviews. On the survey teachers reported little awareness of the three dimensions of the NGSS and very few of the teachers increased their understanding after the treatment. On the other hand, most had a high level of awareness and confidence in teaching factual information supporting the NGSS prior to treatment, resulting in a ceiling effect. Interviews suggested that few teachers read the materials sent in advance of the field trip, but teachers who did read the materials indicated increases in understanding of the NGSS. During the field trip several of the nature guides were effective in modeling science and engineering practices. These findings suggest that this method of professional development is promising, but needs further refinement.
22
Mone, Fisi'ihoi. "Monitoring Standards Of Science Investigation Skill Attainment By Tongan Secondary Science Students". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1457.
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The main purpose of this study was to evaluate the science investigation skill attainment of Tongan Form 5 (16 years of age) General Science students. Benchmark statements were developed to describe the range of science investigation skills and standard of performance that should be expected of Tongan Form 5 General Science students. A written test of science process skills and a practical test of science apparatus skills, were developed to assess the level of attainment of science investigation skills by students who have completed Form 4 and Form 5 General Science in Tonga. The instruments were piloted twice in Western Australian schools, revised, piloted in Tonga and then administered to students at ten high schools In Tonga. From the written test of science process skills, it was found that more than 60% of the Form 5 students had not attained the benchmark standards. The students performed best on questions regarding collecting and communicating information, and worst on the questions relating to problem analysis, planning and control of variables. From the practical test of science apparatus skills, it was found that more than half of the Form 5 students had not attained the benchmark standards related to using laboratory equipment like a thermometer, Bunsen burner, triple-beam balance, and measuring cylinder.
23
Maronde, Dan. "The effectiveness of teaching methods designed to improve student engagement and retention of physics subject matter for both science and non-science majors". Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4976.
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Students' mastery of concepts is evaluated using pre- and post-tests, and effects on class performance and retention within the major are examined. Input from both groups of students in the study was obtained through interviews and surveys.; The necessity of students' engagement with the subject matter for successful learning is well-documented in education research in general, and in physics education research in particular. This study examines the merits of two different programs designed to improve student learning through enhanced student engagement with the material. The target populations of the two programs are different: One is the group of students taking a physical science class as part of the general curriculum required of non-science, non-engineering majors; the other is the group of students, mostly in engineering disciplines, who must take the calculus-based introductory physics sequence as part of their majors' core curriculum. The physical science class is required for non-science majors due to the importance of having a science-literate public. To improve this group's engagement with the subject matter, Physics in Films approaches the subject in the context of scenes taken from popular Hollywood films. Students' learning in the class is evaluated by comparison between performance on pre- and post-tests. The students are also polled on their confidence in their answers on both tests, as an improved belief in their own knowledge is one of the goals of the class. For the calculus-based physics group, a large issue is retention within the major. Many students change to non-science majors before the completion of their degree. An improved understanding of the material in the introductory physics sequence should help alleviate this problem. The Physics Suite is a multi-part introductory physics curriculum based on physics education research. It has been shown to be effective in several studies when used in its entirety. Here, portions of the curriculum have been used in select sections of the introductory physics classes. Their effectiveness, both individually and in conjunction, is studied.ID: 029809914; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 122-125).
Ph.D.
Doctorate
Physics
Sciences
24
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.
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The 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.
Teacher 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.
25
Karr, Rosemary McCroskey. "Design, Development, and Implementation of a Computer-Based Graphics Presentation for the Undergraduate Teaching of Functions and Graphing". Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278093/.
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The problems with which this study was concerned were threefold: (a) to design a computer-based graphics presentation on the topics of functions and graphing, (b) to develop the presentation, and (c) to determine the instructional effectiveness of this computer-based graphics instruction. The computerized presentation was written in Authorware for the Macintosh computer. The population of this study consisted of three intermediate algebra classes at Collin County Community College (n = 51). A standardized examination, the Descriptive Tests of Mathematics Skills for Functions and Graphs, was used for pretest and posttest purposes. Means were calculated on these scores and compared using a t-test for correlated means. The level of significance was set at .01. The results of the data analysis indicated: 1. There was a significant difference between the pretest and posttest performance after exposure to the computer-based graphics presentation. 2. There was no significant gender difference between the pretest and posttest performance after exposure to the computer-based graphics presentation. 3. There was no significant difference between the pretest and posttest performance of the traditional and nontraditional age students after exposure to the computer-based graphics presentation. Females had a lower posttest score than the mean male posttest score, but an analysis of the differences showed no significance. Traditional age students had a higher posttest performance score than the mean traditional age student posttest score, but their pretest performance scores were higher as well. An analysis of the differences showed no significance. In summary, this computer-based graphics presentation was an effective teaching technique for increasing mathematics performance.
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Tash, Gina G. "A phenomenological study of assessment methods in the inquiry -based science classroom: How do educators decide?" ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/667.
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The purpose of this phenomenological study was to describe the experiences of science educators as they select and develop assessment methods for inquiry learning. Balancing preparations for standardized tests and authentic inquiry assessment experiences can be challenging for science educators. The review of literature revealed that current research focused on instructional methods and assessment, students' assessment experiences, and teachers' instructional methods experiences. There remains a gap in current literature regarding the experiences of science educators as they select and develop assessment methods for inquiry learning. This study filled the gap by providing a description of the experiences of science educators as they select and develop assessments for inquiry learning. The participants in this study were 16 fifth through eighth grade science teachers who participate in the Alabama Math, Science, and Technology Initiative (AMSTI) in northwest Alabama. A phenomenological research method was chosen in order to describe the experiences of AMSTI science teachers as they select and develop assessments for inquiry learning. Data were collected through interviews and focus group discussions. The data analysis used a modified Stevick-Colaizzi-Keen framework. The results showed AMSTI science teachers use a variety of assessment resources and methods, feel pressures to meet Adequate Yearly Progress (AYP), and implement varying degrees of change in their assessment process due to No Child Left Behind (NCLB). Contributing a positive social change, this study's findings supplied science teachers with descriptions of successful inquiry classrooms and creative assessments that correspond to inquiry-based learning methods.
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Poole, Megan. "Growing STEM Education on the Playground: A Case Study of the Factors That Influence Teachers’ Use of School Gardens". PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2723.
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School gardens can have a profound, positive influence on a student's academic achievement, social skills, and attitudinal orientation. Despite these clear benefits, the use of school gardens as an instructional medium is not as prevalent as would be expected. There are several types of obstacles that can prevent teachers from using school gardens, including facets of time, support, and knowledge-based challenges. This multiple case study employs a mixed methods design to uncover factors that influence primary school teachers' decisions to utilize a school garden in their STEM curriculum. The goals of this study were to determine the types of benefits and barriers primary school teachers encountered in the study school district. All of the teacher participants worked within the same school district, had access to established school gardens on their campus, and were supported in their instruction and use of materials by the district's Science and Technology Center (STC). Quantitative data was collected from garden resource and teacher self-efficacy surveys; qualitative data about teacher rationales was extracted from in-depth teacher interviews. Overall analyses determined that aspects of instruction and logistics were the most important factors for a teacher to have in her decision to utilize her school garden. These data are presented and discussed in the context of identifying trends in teachers' use of school gardens as instructional tools so that actions might be taken to remove barriers and increase curriculum opportunities.
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Green, W. J. (Whitfield James). "Use of the TRAC PAC as a microcomputer-based laboratory (MBL) tool for addressing misconceptions in kinematics and kinematic graphs held by secondary school learners". Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50215.
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Thesis (PhD)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: This study investigated the impact that use of a microcomputer-based laboratory (MBL), in this case the TRAC PAC and associated software, had on student understanding in relation to common 'alternative learner ideas' and difficulties related to kinematics and kinematic graphs. It was carried out in the South African context, and focussed on subject matter that learners are expected to work with in preparation for the Senior Certificate South African examination. Twenty Grade 12 learners from four different schools participated in the study. Three key questions were investigated: 1. What conceptual difficulties do learners in this context experience in relation to kinematics and kinematic graphs? 2. Does use of the TRAC PAC as a microcomputer-based laboratory contribute to learner understanding of graphs of motion and related concepts? 3. If learning is enhanced using the TRAC PAC, what are some of the 'ways of learning' evident as learners participated in the MBL programme? To answer these questions, the study employed both an empirical quantitative dimension and an ethnographic qualitative dimension. The empirical study involved the use of pre- and post-questionnaires which were administered before and after learners participated in a TRAC PACbased learning programme comprising of six 3-hour learning activities conducted over three days. Overall learner performance on the questionnaires, as well as responses to individual questions, were analysed statistically, as well as through use of an 'item and matrix' analysis technique described by Svec (1999). Chapter 8 of this document reports on this component of the study. The ethnographic component of the study made use of observational data, and transcripts of video and audio recordings of learners as they participated in the learning activities. The data gathered using these techniques was analysed largely through use of a 'verbal analysis' technique described by Chi (1997). Chapter 9 of this document reports on this component of the study. In relation to Research Question 1, the main findings of the study were: • A literature review highlighted common 'alternative learner ideas' identified by other researchers, and these allowed me to group them into four main areas. These are described in Chapter 4 of this report. • The analysis of the questionnaires highlighted 'alternative learner ideas' that the group of learners who participated in this project held. These are described in Chapter 8 of this report. • The analysis of the video and audio transcripts also allowed for the identification of 'alternative learner ideas' held by this group of learners. These are described in Chapter 9 of this report. There was a high degree of commonality between the 'alternative learner ideas' identified through use of these three different sources. Research Question 2 was answered mainly through the empirical study described in Chapter 8 of this report. It was found that the MBL experience generally resulted in an improvement in learner understanding in this area of kinematics and kinematic graphs. More detailed statistical and 'item and matrix' analyses showed that the impact on learner understanding was better in certain areas than in others. The ethnographic study described in Chapter 9 contributed to answeri The degree of learner involvement in learning activities seemed to impact on the effectiveness of the programme. Possible factors impacting on involvement were identified . • 'Alternative learner ideas' were made visible in the context of 'argumentation episodes' and 'discussion and explanation episodes'. Consequently, these formed the contexts in which shifts in understanding were most likely to take place. Key learner behaviours and skills necessary for participation in these episodes are identified, and linked to success and non-success on the programme. Recommendations arrsmg from findings m the study are described m Chapters 8, 9 and 10of this report.
AFRIKAANSE OPSOMMING: Hierdie ondersoek bestudeer gebaseerde laboratorium, III gepaardgaande sagteware, op kinematikagrafieke het. die uitwerking wat 'n hierdie geval die TRAC studente se begrip van mikro-rekenaar PAC en die kinematika en Die ondersoek is III 'n Suid-Afrikaanse konteks uitgevoer en is toegespits op die vakmateriaal wat leerders behoort te beheers ter voorbereiding vir die Suid-Afrikaanse Senior Sertifikaat. Twintig Graad 12' s van vier verskillende skole het aan die ondersoek deelgeneem. Drie sleutelvrae is ondersoek: 1. Watter begripsprobleme ondervind leerders in hierdie verband met betrekking tot kinematika en kinematikagrafieke? 2. Dra die gebruik van die TRAC PAC as 'n mikro-rekenaar gebaseerde laboratorium by tot die leerder se begrip van kinematikagrafieke en verwante begrippe? 3. Indien "leer" deur die gebruik van die TRAC PAC bevorder word, watter "vorme van leer" is waarneembaar as leerders deelneem aan die MBL-program? Beide 'n empiries-kwantitatiewe dimensie en 'n etnografiese kwalitatiewe dimensie is in die navorsing gebruik. Die empiriese ondersoek maak van beide 'n voortoets en 'n na-toets gebruik. Hierdie vrae is aan die leerders voorsien voordat asook nadat hulle aan die TRAC PAC gebaseerde leerprogram deelgeneem het. Die leerprogram het bestaan uit ses leeraktiwiteite, elk drie uur lank, wat oor 'n tydperk van drie dae gedoen is. Die leerders se prestasie/uitslae met betrekking tot die vrae asook hul reaksie op individuele vrae is statisties ontleed, asook met behulp van die 'item en matriks' analitiese tegniek soos deur Svec (1999) beskryf. Hoofstuk 8 van hierdie verslag verwys na hierdie deel van die ondersoek. Die etnografiese komponent van die die ondersoek maak gebruik van waarnemingsdata en transkripsies van band- en video-opnames van leerders verkry tydens hul deelname aan die leeraktiwiteite. Die data so verkry, IS hoofsaaklik geanaliseer deur van die 'n verbale analise-tegniek gebruik te maak soos deur Chi (1999) voorgestel. Hoofstuk 9 van hierdie dokument doen verslag oor hierdie komponent van die ondersoek. Wat Navorsingsvraag 1 betref, IS die hoofbevindings van die studie die volgende: • 'n literatuur-oorsig beklemtoon die algemene alternatiewe leerderopvattings wat deur ander navorsers geidentifiseer is. Dit het my in staat gestelom hulle in 4 hoofareas te groepeer wat ek in hoofstuk 4 van die verslag bespreek. • Die analise van die vraelyste beklemtoon die alternatiewe leerderopvattings van die groep leerders wat aan hierdie proj ek deelgeneem het. Dit word in hoofstuk 8 van hierdie verslag bespreek. • Die analise van die band- en video-opnames het ook bygedra tot die identifikasie van' alternatiewe leerder-idees' wat by hierdie groep leerders voorkom. Dit word in hoofstuk 9 van hierdie verslag bespreek. Daar is 'n groot mate van ooreenkoms ten opsigte van die alternatiewe leerderopvattings wat by hierdie drie verskillende groepe voorkom. Navorsingsvraag 2 is hoofsaaklik beantwoord deur die emprrrese studie wat in hoofstuk 8 van hierdie verslag bespreek word. Daar is bevind dat die MBLondervinding oor die algemeen 'n vebetering in die leerders se begrip ten opsigte van kinematika en kinematikagrafieke tot gevolg gehad het. 'n Meer gedetailleerde statistiese 'item en matriks' -analise het getoon dat die uitwerking op die leerders se begrip in sommige areas beter was as in ander. Die etnografiese studie wat in hoofstuk 9 van hierdie verslag beskryf word, dra by tot die beantwoording van Navorsingsvraag 3. Sleutelbevindings met betrekking tot hierdie vraag sluit onder andere in: • Leerderdeelname aan leeraktiwiteite hou skynbaar verband met die sukses wat hulle in die program behaal. Moontlike faktore wat 'n invloed op deelname kon hê, is geidentifiseer. • Alternatiewe leerderopvattings is In die konteks van 'beredeneringsepisodes ' en 'besprekings- en verduidelikings-episodes' uitgelig. Hierdie "episodes" het die waarskynlikste verband uitgewys waarbinne veranderings van insig/begrip kan plaasvind. Kernleerdergedrag en vaardighede wat noodsaaklik IS vir die deelname aan hierdie episodes is geidentifiseer, en is gekoppel aan 'n leerder se sukses en mislukking tydens deelname aan die program. Aanbevelings wat voortspruit uit die bevindings van die ondersoek word In hoofstukke 8, 9 en 10 van hierdie verslag, bespreek.
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O'Kelley, Nancy G. "Teaching and learning through a brain-compatible approach: Implications for junior high school mathematics". CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/544.
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Asim, Sumreen. "Teaching beyond the walls: A mixed method study of prospective elementary teacher's belief systems about science instruction". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849671/.
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This mixed method study investigated K-6 teacher candidates' beliefs about informal science instruction prior to and after their experiences in a 15-week science methods course and in comparison to a non-intervention group. The study is predicated by the literature that supports the extent to which teachers' beliefs influence their instructional practices. The intervention integrated the six strands of learning science in informal science education (NRC, 2009) and exposed candidates to out-of-school-time environments (NRC, 2010). Participants included 17 candidates in the intervention and 75 in the comparison group. All were undergraduate K-6 teacher candidates at one university enrolled in different sections of a required science methods course. All the participants completed the Beliefs about Science Teaching (BAT) survey. Reflective journals, drawings, interviews, and microteaching protocols were collected from participants in the intervention. There was no statistically significant difference in pre or post BAT scores of the two groups; However, there was a statistically significant interaction effect for the intervention group over time. Analysis of the qualitative data revealed that the intervention candidates displayed awareness of each of the six strands of learning science in informal environments and commitment to out-of-school-time learning of science. This study supports current reform efforts favoring integration of informal science instructional strategies in science methods courses of elementary teacher education programs.
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Martinez, Mabell Jeannette. "Moving traditional teaching methods of advanced placement biology toward improving opportunity for students to develop understanding of scientific principles". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2972.
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This project investigated the role of the advanced placement program in the classroom. The research suggested that implementation of inquiry-based methods in science classrooms, including advanced placement biology courses, would improve student understanding.
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Smith, Patrick Steven. "Learning to Adapt: Online Social Science Instruction in Higher Education". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1089.
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Online learning is a rapidly growing phenomenon in post-secondary education. Institutions of higher learning have embraced online learning for its perceived merits, but without the consideration of how instructors deal with this different learning medium. Little is known of the extent to which different disciplines are suited to the online medium; this is pertinent to disciplines that rely on spontaneous in-person discussion. Furthermore, as colleges continue to invest heavily in online learning, instructors who only possess face-to-face teaching experience may begin teaching online. This poses a pedagogical challenge for instructors who are unfamiliar with the medium. This qualitative, in-depth interview study with ten social science instructors elucidates the process of transition from face-to-face teaching to online teaching. Through grounded analysis, a few key themes emerged. Respondents explain that teaching in the online classroom is qualitatively different from teaching in-person. The asynchronisity of the online classroom - which means students do not "meet", discuss, or learn at the same time - is a subtle yet significant difference between the two mediums. The asynchronous classroom means instructors relinquish control of when and where students will engage in study and discussion, and this requires students to have especially high self-regulatory skills. Respondents also explained that their online courses were several times larger than their in-person ones, with some courses allowing over twice as many students as an in-person course. Consequently, instructors must find new ways to approach teaching in the online medium. This pitfall of relying on old, obsolete methods in the online medium can be avoided if instructors are provided with the peer and pedagogical support of their professional peers, and access to teaching assistants to manage the greater time commitment of teaching online. In order to have a positive experience, online teachers must be willing to take on an intellectual challenge that may defy how they perceive themselves and their role in higher education. If instructors are open to a new intellectual challenge and possess the proper resources, they will become committed to teaching online and perceive the advantages of the medium to outweigh the disadvantages.
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Sheaffer, Christopher Ryan. "Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/925.
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Educators are increasingly focused on the process over the content. In science especially, teachers want students to understand the nature of science and investigation. The emergence of scientific inquiry and engineering design teaching methods have led to the development of new teaching and evaluation methods that concentrate on steps in a process rather than facts in a topic. Research supports the notion that an explicit focus on the scientific process can lead to student science knowledge gains. In response to new research and standards many teachers have been developing teaching methods that seem to work well in their classrooms, but lack the time and resources to test them in other classroom environments. A high school Physics teacher (Bradford Hill) has developed a unit called Patterns in Nature (PIN) with objectives relating mathematical modeling to the scientific process. Designed for use in his large public school classroom, the unit was taken and used in a charter school with small classes. This study looks at specifically whether or not the PIN unit effectively teaches students how to graph the data they gather and fit an appropriate mathematical pattern, using that model to predict future measurements. Additionally, the study looks at the students' knowledge and views about the nature of science and the process of scientific investigation as it is affected by the PIN unit. Findings show that students are able to identify and apply patterns to data, but have difficulties explaining the meaning of the math. Students' show increases in their knowledge of the process of science, and the majority develop positive views about science in general. A major goal of this study is to place this unit in the cyclical process of Design-Based Research and allow for Pattern in Nature's continuous improvement, development and evaluation. Design-Based Research (DBR) is an approach that can be applied to the implementation and evaluation of classroom materials. This method incorporates the complexities of different contexts and changing treatments into the research methods and analysis. From the use of DBR teachers can understand more about how the designed materials affect the students. Others may be able to use the development and analysis of PIN study as a guide to look at similar aspects of science units developed elsewhere.
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Hundley, Stacey A. "A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196191640.
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Patterson, Rudolph Albert. "Using hot air balloons to boost middle school students' understanding of the mole concept". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1376.
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Fanning, Ashley. "Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science". PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2731.
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Many teachers lack the confidence and knowledge to transition their classroom science lessons to an outdoor setting. Very few teacher professional development (PD) programs focus on improving teachers' self-efficacy and pedagogical content knowledge (PCK) that is needed to enhance their science curriculum with outdoor lessons. This study examined an exception: The Connect2Science workshops, which provided elementary teachers the opportunity to experience nature-based science lessons. My research question for this study is: In what ways does a professional development workshop focused around the Next Generation Science Standards influence teachers': a) self-efficacy in teaching science outdoors and b) science pedagogical content knowledge? Data was collected using a retrospective pre and post survey, a reflection piece on participants’ pedagogical content knowledge and semi-structured interviews. The results showed that participants’ self-efficacy was positively affected by the Connect2Science workshops. As for pedagogical content knowledge, the results give a small insight into how participants viewed and thought about student misconceptions and how the instructional strategies presented in the workshops equipped them to better address science content in an outdoor setting.
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Baker-Lawrence, Anika Rae. "An Investigation into Instructional Support for Data Analysis in High School Science Inquiry". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1534.
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The implementation of scientific inquiry in the high school classroom has proven to be not only relevant and exploratory, but challenging and engaging as well. This style of curriculum design has been recognized as a primary means of achieving the goals and objectives set by the National Resource Council (NRC, 1996). While much research has shown that science inquiry helps students to gain understanding of content knowledge, little research has been conducted to assess gains in higher order thinking skills, specifically those related to data analysis (Anderson, 2002; Germann and Aram, 1996; Hofstein, Navon, Kipnis, and Mamlok-Naaman, 2005; Miner, Levy, and Century, 2009; Windschitl, Thompson, and Braaten, 2008; Zohar and Dori, 2003). Through a better understanding of the scientific inquiry process as well as insights into students' struggles with data analysis, we can better understand how to effectively implement strategies in the classroom that encourage the higher order thinking skill of data analysis. This mixed methods, multiple-case study investigated teacher practice in eight high school science inquiry units in the Portland, Oregon metropolitan area and the data analyses that students produced in their accompanying work samples. The results of this study indicate that students struggle to produce proficient analysis and interpretations of data. The areas of student struggle were in the areas that required higher order thinking: analyzing results, drawing conclusions, and communicating results. Furthermore, this research discusses areas of data analysis instruction that may benefit from professional development opportunities.
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Bardsley, Sarah C. "The effect of a series of hands-on, minds-on science process skill development experiences on general readiness scores of a selected group of kindergarten children". Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558343.
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The purpose of this study was to investigate the effects of short-term Hands-On, Minds-On science process skills on the acquisition of general readiness to learn by kindergarten children.Three null hypotheses were formulated to examine differences between the scores of an experimental group of kindergarten children who had engaged in Hands-On, Minds-On science process investigation and a control group of kindergarten children who had not engaged in such investigation. The students engaged in approximately eight hours of science process investigation. Differences due to sex were examined in Hypothesis II. Differences which may be attributed to student ability as measured by the Peabody Picture Vocabulary Test were examined in Hypothesis III.A fourth factor, class effect was also examined.The research utilized a modified Posttest-Only Control Group design. The posttest was the California Achievement Test, Level 10, Form E.The participants for the study were 86 kindergarten students from four intact classes. The control group was comprised of 47 students and the experimental group a total of 39 students. These students attended a small rural school corporation with a enrollment of approximately 1,240 students.The use of the Wilk's Lambda Multivariate Tests of Significance yielded the following information at the .05 level of significance:No significant difference was found between children who had or had not engaged in Hands-On, Minds-On science process instruction. The significance of F between the two groups was .106.No significant difference was found based on sex differences of the students who participated in this study. The significance of F between males and females was .917.A significant difference was found between high and low ability students who participated in this study. The significance of F to three places, between the two groups was .000.A four-way univariate analysis of variance analogous to the multivariate analysis was performed on each component of the vector (Visual Recognition, Sound Recognition, Reading Vocabulary, Reading Comprehension, Language Expression, and Mathematics) and tested at the .05 level of significance. The results indicated that each component of the vector was significant at the .05 level with the independent variable ability.Based on the researcher's findings recommendations for further research were made. Two of the most promising were increased science time for student participation and development of a test which measures a broader spectrum of the curriculum, including science.Department of Elementary Education
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Ellison, Michael Steven. "Ninth Grade Student Responses to Authentic Science Instruction". Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722299.
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This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher’s ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher’s pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher’s instruction and student performance.
The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher’s strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher.
When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on science classwork was also measured. In addition, direct observation measures of student behavioral engagement showed that behavioral engagement was generally high, but not associated with the authenticity of the pedagogy. Direct observation measures of student self-regulation found evidence that when instruction focused on core science and engineering concepts and made stronger connections to the student’s world beyond the classroom, student self-regulated learning was greater, and included evidence of student ownership.
In light of the alignment between the model of authenticity used in this study and the Next Generation Science Standards (NGSS), the results suggest that further research on the value beyond school component of the model could improve understanding of student engagement and performance in response to the implementation of the NGSS. In particular, it suggests a unique role environmental education can play in affording student success in K-12 science and a tool to measure that role.
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Eli, Jennifer Ann. "An exploratory mixed methods study of prospective middle grades teachers' mathematical connections while completing investigative tasks in geometry". Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1146.
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Thesis (Ph. D.)--University of Kentucky, 2009.Title from document title page (viewed on May 12, 2010). Document formatted into pages; contains: ix, 219 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 170-179).
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Khan, Sumbul. "Improvement of Pedagogical Laboratory Based Learning: Multimedia Enhanced Instructional Methods". TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1297.
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In engineering technology and other scientific-based education, lab-based courses play a crucial role (Ma & Nickerson, 2006). Even though laboratory experience in student learning is crucial, it faces some problems. Due to insufficient laboratory conditions that lead to overcrowding and inability to view demonstrations, the effectiveness of hands on experience declines (Tiwari & Singh, 2011; Tuysuz, 2010). Considering the limitations that constrain lab experience, investigating and implementing alternatives to enhance pedagogical laboratory based learning becomes inevitable. This study investigates multimedia enhanced pedagogical teaching methods for delivering laboratory instruction to students. The purpose of this study was to improve pedagogical laboratory based learning. First, this study implemented a multimedia enhanced pedagogical laboratory based instructional method. Second, this study evaluated the impact of multimedia enhanced instructional method on student learning outcomes to assess improvement in pedagogical laboratory based learning. To evaluate the impact of multimedia enhanced instructional method on student learning outcomes, a student population was subjected to 1) traditional laboratory lecture and 2) video lecture. This study used two different assessment techniques to evaluate the instructional methods 1) surveys and 2) quizzes. The use of these different assessment techniques achieved two purposes. First, the surveys allowed the study to receive students’ evaluation on the lecture in order to compare the two types of instructional methods. Second, the quizzes allowed measuring the students’ understanding of the demonstrations in order to evaluate the impact of multimedia enhanced instructional method on pedagogical laboratory based learning. Survey results revealed that based on overall evaluations, students prefer traditional lectures in comparison to video lectures in terms of level of interest and engagement. Furthermore, quiz results revealed that multimedia enhanced instructional methods do not have an impact on pedagogical laboratory based learning.
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Farquhar, Cynthia Patrice. "An empirical study: Usage of the Unified Modeling Language in the Bachelor of Science and Master of Science degree programs at California State University, San Bernardino". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2929.
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The Unified Modeling Language (UML) became part of the curriculum in the Department of Computer Science at California State University, San Bernardino (CSUSB) in September 1997. The intent was to integrate the object-oriented paradigm in the undergraduate courses. Subsequently, this use has shifted to the graduate level. The purpose of this thesis is: 1) to determine what the students know about UML, 2) to reveal if the students were using UML, 3) to clarify how students use the UML.
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Diezmann, Carmel M. "The effect of instruction on children's use of diagrams in novel problem solving". Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36581/1/36581_Digitised%20Thesis.pdf.
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The research reported in this thesis investigated a theory of instruction that was developed to teach the use of the strategy draw a diagram in novel problem solving.Consistent with an explanatory case study design, the theory was derived from the literature and tested through the implementation of an instructional programme informed by that theory. This theory predicted that if the instructional programme addressed specific content related to diagram use and adopted a particular instructional model then the instructional programme would be effective.
Explanatory case study designs utilise how and why questions to determine support for theories and enable theories to be refined. Two research questions were posed. The first research question - How will instruction in diagram use affect children's problem solving peiformance on novel problems? - focused on the outcomes of instruction. The second research question - "Why will instruction in diagram use affect children's problem solving peifonnance on novel problems? - explored the relationship between instruction and changes in children's use of diagrams in novel problem solving.
The content of the theory prescribed essential knowledge about diagrams and the sequence of exploration of that knowledge in an instructional programme. For example, the concept of a diagram and symbolic representations were features of the knowledge component. As understanding the concept of a diagram provides the foundation for using symbolic representations, the concept of a diagram should be explored first in the instructional sequence. The content of the instructional theory is crucial to children's understanding about diagram use because children experience a range of knowledge-related difficulties in using diagrams as tools for problem solving.
The instructional model comprised six components that prescribed ways to support learning about diagram use in problem solving. These components were: (a) the learner, (b) the teacher, (c) the instructional tasks, (d) the classroom interaction, (e) participant structures, and (f) management issues. Attention to these components was predicted to support learning in two ways. First, these components focused on the creation of supportive conditions for learning, such as the importance of considering the prior experiences of the learner and the need for cognitively challenging tasks.
Second, these components addressed issues that are specifically related to learning about diagram use, such as the learner's preference for a visual method of solution and the need to present tasks according to their problem structures. Because the instructional model influences children's learning about diagrams, it is considered an essential part of the theory of instruction in diagram use. However, many aspects of the instructional model are relevant for teaching other mathematical topics.
The instructional programme consisted of twelve half-hour lessons on general purpose diagrams (networks, hierarchies, matrices, and part-whole diagrams). The goals of the instruction were for the students to: (a) employ the strategy draw a diagram, (b) generate networks, matrices, hierarchies, and part-whole diagrams, where appropriate, (c) reason appropriately with diagrams in the solution process, and ( d) use the diagram to produce a successful solution to a problem.
The researcher implemented the programme with a class of Grade 5 students. Twelve of these students were participants in a single case study to test the theory. The mean age of the participants was 10 years 3 months (range from 10 years 8 months to 9 years 8 months). To ensure a cross section of participants, three students were purposefully selected for each of four different profiles of performance and frequency of diagram use based on a novel problem solving test. The profiles were: (a) a high performance score and a high frequency score; (b) a high performance score and a low frequency score; (c) a low performance score and a low frequency score; and (d) a low performance score and a high frequency score. The classroom teacher was also a participant in the study, in that, he provided contextual data about the participants, their mathematical experience and capabilities. The student participants were interviewed individually on five novel tasks prior to, and at the conclusion of the instruction. The tasks had problem structures that could be represented with general purpose diagrams. The tasks in the pre- and post-instruction interviews were isomorphic.
The effectiveness of the instruction was ascertained by testing a series of assertions related to the goals of instruction. The criteria used to test the assertions were: (a) the frequency and autonomy of diagram use, (b) the quality of the diagram that was generated, (c) the appropriateness of the reasoning with the diagram, and (d) the success rate for tasks in which a diagram had been used. In order to compare the preand post-instruction diagrams that were generated and the associated reasoning, a series of performance levels were developed for each of the pairs of isomorphic tasks. Analysis of the data provided support for each of the assertions. Hence, the response to the question - How will instruction in diagram use affect children's problem solving performance on novel problems? - was that children achieved each of the instructional goals associated with the successful use of the diagram in problem solving. Explanations for children's learning are provided by the theory of instruction. Thus, the response to the question - 'Why will instruction in diagram use affect children's problem solving performance on novel problems? - was that the instructional programme addressed essential content and provided appropriate conditions for learning about diagram use.
In testing the theory, some unexpected results emerged necessitating the refinement of the preliminary theory of instruction. One novel technique for investigating these results was to represent the interview data visually on data maps, which provided an overview of the interviews, and facilitated the wholistic analysis of data. One of the refinements to the content was the need to teach students about tracking strategies. Some students had difficulty locating their position after moving about on a diagram. Refinements were also made to the instructional model. For example, the learners' use of a diagram was influenced by their beliefs about the advantages of using a diagram and by their level of confidence with diagrams. The refined theory provides the basis for future instructional programmes.
The problem solving strategy draw a diagram is advocated in many curriculum documents. However, the successful use of diagrams may not occur spontaneously. The conclusion of this study is that instruction can improve children's use of diagrams in novel problem solving by developing the appropriate knowledge of diagrams as a problem solving tool. The literature base on instruction in diagram use has been limited. This study contributes to the field by providing a theoretical framework to inform effective instructional programming and curriculum development.
The major implication for teachers and curriculum developers is that the mathematics curriculum should include specific instruction about the use of diagrams in problem solving. As teachers may be ill-prepared to provide instruction in diagram use, appropriate curriculum guidance is necessary. To ensure that students become mathematically literate citizens, instruction in diagram use in problem solving should be included in the reform agenda for mathematics education for the 21st century. Furthermore, effective use of diagrams in problem solving involves visual literacy or graphicacy. Hence, the scope of literacy in the classroom needs to extend beyond numeracy, oracy, and written literacy to include literacy with various forms of visual representation, which includes diagrams.
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Austin, Tiffany Bridgette. "An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers". PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/103.
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This research is an in-depth study of an environment-based education (EBE) professional development program titled "Creeks and Kids" that models how to employ thematic instruction about watersheds using the environment of a school and its community as a context to integrate teaching and learning about water across core subject areas. This case study investigates the EBE characteristics of the Creeks and Kids Workshop and explores how they adhere to the National Research Council's Standards for Professional Development for Teachers of Science. A mixed-methods analysis gathered qualitative data about the overall experience of teacher-participants during the Creeks and Kids Workshop and employed quantitative measures to identify evidence of success related to teachers' gains in knowledge, affect, confidence and intent to act to implement water-focused EBE curriculum in their classrooms. The findings of the study build upon existing research about what teachers need to implement EBE and their beliefs regarding what professional development should provide in relation to those needs. Qualitative results revealed that teachers need an EBE professional development program to include: 1) practical ways to integrate environmental education into their existing curricula and school settings; and, 2) direct experience with activities and field studies that are interdisciplinary, hands-on and inquiry-driven. Teacher-participants identified these characteristics as vital for them to effect a change in teaching practice and build their confidence to engage their students in EBE when they return to the classroom. Quantitative results revealed statistically significant gains across knowledge, affect, confidence and intent to act variables using the t-test statistic to compare means of participants' responses from the pre- to post-workshop questionnaires. The results of this study have broader implications for future educational research on: 1) the ways in which EBE professional development programs can support teachers to gain the knowledge, skills and confidence to implement interdisciplinary teaching for student learning about the environment; 2) the methods teachers use to employ EBE teaching strategies in the classroom; and, 3) how EBE helps teachers across disciplines collaborate with one another to implement practical and effective ways to improve students' critical thinking skills and knowledge across multiple subjects.
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Betts, Julia Nykeah. "Evaluation of a High School Science Fair Program for promoting Successful Inquiry-based Learning". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1986.
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The success of inquiry-based learning (IBL) in supporting science literacy can be challenged when students encounter obstacles in the absence of proper support. This research is intended to evaluate the effectiveness of an Oregon public school district's regional science fair coaching program in promoting inquiry skills and positive attitudes toward science in participating high school students. The purpose of this study was to better understand students' perception of program support, obstacles or barriers faced by students, and potential benefits of IBL facilitated by the science fair program. Data included responses to informal and semi-structured interviews, an anonymous survey, a Skills assessment of final project displays, and an in-depth case study on three students' experiences. Results suggest that the science fair program can properly engage participants in authentic IBL. However, when assessing the participant's final project displays, I found that previous fair experience did not significantly increase mean scores as identified by the official Oregon Department of Education (ODE) scoring guides. Based on results from the case study, it is suggested that participants' low science self-concept, poor understanding of inquiry skills, and inability to engage in reflective discourse may reduce students' abilities to truly benefit. Recommendations to address this discrepancy include identifying specific needs of students through a pre–fair survey to develop more targeted support, and providing new opportunities to develop skills associated with science-self concept, understanding of inquiry and reflective discourse. In addition, results suggest that students would benefit from more financial support in the form of grants, and more connections with knowledgeable mentors.
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Krome, Elizabeth Ann. "The effects of cooperative learning on student attitude and achievement in a Middle School science classroom". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2608.
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Smith, Leslie TenEyck. "Project NANO: Will Allowing High School Students To Use Research Grade Scanning Electron Microscopes Increase Their Interest in Science?" PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1549.
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In this study, one AP Biology curriculum unit and one general Biology curriculum unit that included tabletop Scanning Electron Microscope (SEM) technology provided by Project NANO, a grant-funded, collaborative initiative designed to integrate cutting-edge nanotechnology into high school classrooms were implemented at a public high school in rural Oregon. Nine students participated in the AP unit and 52 students participated in the general Biology unit. Each student completed an opinion-based pre and post survey to determine if using the SEM as a part of the curriculum unit had an impact on his or her interest in science or in nanoscience. Interviews were conducted to add to the data. The results indicate that using the SEM can increase a student's interest in science. Recommendations for improving student experience were identified.
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Lee, Eun Young. "Perceptions about Student Diversity and Equity in Early Childhood Science Education: A Teacher Preparation Study". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157635/.
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Using a mixed-methods approach, the current study examined the relationship between early childhood preservice teachers' cultural awareness and their self-efficacy in equitable science education. It further aimed to determine if the relationship between these two constructs was moderated by their race/ethnicity or the number of languages they speak. Finally, it sought to identify preservice teachers' understanding of equity in science education, as well as how they planned to incorporate the equity concept into their future science teaching practices for diverse learners in early childhood classrooms. Data for this study were drawn from 380 preservice teachers who self-enrolled in a science methods course as part of a teacher preparation program. To measure the preservice teachers' cultural awareness and self-efficacy in equitable science education, two Likert-scale instruments, Cultural Diversity Awareness Inventory (CDAI) and Self-Efficacy Beliefs about Equitable Science Teaching and Learning (SEBEST), were employed. Qualitative data were collected by administering six open-ended questions. For quantitative results, statistically significant findings indicated that when the participants were more aware of creating a multicultural environment and instruction and/or when they were less biased and were more sensitive/knowledgeable about diversity of students and families, their expectations about science learning of students from diverse backgrounds would be higher. Furthermore, when the participants were more aware of creating a multicultural environment and instruction and/or when they felt more comfortable about confronting students or parents whose cultures and languages were different from their own, they tended to have a stronger sense of efficacy in teaching science to those students. In addition, when the participants were less biased and were also sensitive and knowledgeable about students' and families' diverse backgrounds, they were more likely to have a strong sense of science teaching efficacy. Along with these findings, participants' race/ethnicity was a statistically significant moderator affecting the relationship between their sense of science teaching outcome expectancy and awareness of creating a multicultural environment and instruction. When the awareness of creating a multicultural environment and instruction of both White and non-White participants were increased at an equal level, White participants' expectations for science learning of students from diverse backgrounds were higher than those of non-White participants. Measurement challenges were identified through the analysis process that compromised the validity of the quantitative findings. Thus, they should be interpreted with caution. For qualitative results, three predominant themes related to the participants' conceptualization of equity in science education were identified. First, the participants harbored alternative understandings of the definitions of equity in science education. One third of the participants understood equity as providing appropriate access and support based on the levels of students' needs whereas another one third defined equity as providing identical teaching services and resources to all students regardless of their backgrounds. They also conceptualized equity in science education as an issue independent of their future students' racial/ethnic backgrounds; instead, they regarded it as a subject associated with their students' English proficiency.
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Lunce, Leslie Matthew. "An investigation of the use of instructional simulations in the classroom as a methodology for promoting transfer, engagement and motivation". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3943/.
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Innovative educators seek technologies to facilitate or enhance the learning experience while taking nothing away from the message of instruction. Simulations have been shown to meet this requirement. While simulations cannot replace the teacher or the message of instruction, they can provide a deeper and more cognitively engaging learning experience. Classroom use of simulations has been ongoing since the 1960's. However, substantive research on their efficacy remains limited. What research has been conducted indicates that simulations possess great potential as aids to instruction. The author of this dissertation pursued this question focusing on whether simulations contribute to instruction by facilitating transfer, improved motivation and increased engagement. This dissertation documents a study in which instructional simulations were used in undergraduate science courses to promote engagement, transfer and knowledge-seeking behavior. The study took place at Midwestern State University (MSU), a public university located in north-central Texas with a student population of approximately 5,500. The study ran during the fall 2006 and spring 2007 terms. Samples consisted of students enrolled in GNSC 1104 Life / Earth Science during the fall term and GNSC 1204 Physical Science during the spring term. Both courses were offered through the Department of Science and Mathematics at MSU. Both courses were taught by the same professor and are part of the core curriculum for undergraduates in the West College of Education at MSU. GNSC 1104 and GNSC 1204 yielded samples of n = 68 and n = 78 respectively. A simulation focusing on earthquakes was incorporated into the curriculum in GNSC 1104 while a simulation which presented concepts from wave propagation was included in GNSC 1204. Statistical results from this study were mixed. Nevertheless, studies of this type are warranted to gain a more complete understanding of how students are impacted by their interactions with simulations as well as the role simulations can play in the curriculum.
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Stover, Mary Anne. "Second grade life science curriculum design using Howard Gardner's theory of multiple intelligences". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2401.
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The purpose of this project is to bring the subject of life sciences to second grade students through a diverse curriculum design. The theory of multiple intelligence and the principles of brain-based learning areused to incorporate elements that will reach each student on an individual basis.