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Full-Text Articles in Education
Pedagogical Content Knowledge (Pck) Change And Professional Development For Educators: An Assessment Of A Master’S In Chemistry Program For High School Science Teachers, Mary Charlotte Bautista
Pedagogical Content Knowledge (Pck) Change And Professional Development For Educators: An Assessment Of A Master’S In Chemistry Program For High School Science Teachers, Mary Charlotte Bautista
Electronic Theses and Dissertations
The M.S. Chemistry – Chemical Education Specialization program at South Dakota State University provides in-depth general chemistry coursework to in-service high school science teachers in a virtual format. The goal of the program is for the teachers enrolled to become more effective teachers while gaining content knowledge in chemistry; in essence, to increase their pedagogical content knowledge (PCK). The aim of this study is to follow participants through their experience in this program in order to understand how the program’s requirements enhance its participants’ teaching and learning. A narrative framework follows one participant through their two-year experience in the program, …
Investigating The Attitudes, Beliefs And Practices Of High School Chemistry Teachers Regarding The Differentiation Of Instruction, Anna Tyrina
Electronic Theses and Dissertations
Differentiation of instruction (DI) is a broad term used for a group of pedagogical tools that teachers use to individualize instruction for students of different abilities and needs. Differentiation of instruction is a practice that has been researched and characterized to have a variety of instructional benefits, some of which include increased student motivation and engagement (Tomlinson, 2001). This study sought to characterize the attitudes, beliefs, and practices of ten high school chemistry teachers in Maine regarding the differentiation of instruction. Through a phenomenological approach, interviews with these teachers were analyzed to understand how high school chemistry teachers define differentiated …
Comparing The Process Oriented Guided Inquiry Learning (Pogil) Method To An Independently Developed Guided Inquiry Method (Indgim) In A High School Academic Chemistry Course., Scott Zgraggen
Graduate Theses & Dissertations
A nonequivalent, control group, pretest-posttest design was used to investigate student achievement in secondary chemistry. This study investigated the effects of process oriented guided inquiry learning (POGIL) pedagogy in high school chemistry classes compared to that of an independently designed guided inquiry method (InDGIM). Data were collected from chemistry students from four college-prep chemistry classes in the same high school, over the course of the academic year, using the Particulate Nature of Matter (ParNoMA2) test, the Group Assessment of Logical Thinking (GALT), unit tests, and the final exam. DataAll data waswere analyzed using a 2 x 2 Factorial Analysis of …
Investigating Students’ Basic Needs And Motivation In College Chemistry Courses With The Lens Of Self-Determination Theory, Yujuan Liu
USF Tampa Graduate Theses and Dissertations
More graduates in science, technology, engineering, and mathmetics (STEM) fields are needed to keep our nation’s preeminance in the global fields of technology and science. However, fewer than 40% of students who intend to major in STEM fields when entering college complete a STEM degree. Therefore, it is important to explore factors to improve student persistence in STEM fields at the college level as well as to understand the interrelationship between student motivation, academic achievement, and persistence. Motivation is strongly associated with student achievement and persistence; meanwhile, academic achievement can also affect persistence. Self-determination theory (SDT) represents a framework of …
Setting A Standard For Chemistry Education In The Next Generation: A Retrosynthetic Analysis, Gregory T. Rushton, Andrew Dewar, Herman E. Ray, Brett A. Criswell, Lisa Shah
Setting A Standard For Chemistry Education In The Next Generation: A Retrosynthetic Analysis, Gregory T. Rushton, Andrew Dewar, Herman E. Ray, Brett A. Criswell, Lisa Shah
Science, Technology, Engineering, and Mathematics (STEM) Education Faculty Publications
A diverse and highly qualified chemistry teaching workforce is critical for preparing equally diverse, qualified STEM professionals. Here, we analyze National Center for Education Statistics (NCES) Schools and Staffing Survey (SASS) data to provide a demographic comparison of the U.S. secondary chemistry teaching population in high-needs and non-high-needs public schools as well as private schools during the 2011–2012 academic year. Our analysis reveals that the chemistry teaching workforce is predominantly white and significantly lacks in-field degrees or certification across school types, though high-needs and private schools are most affected by this lack of teacher qualification. Given these results, we attempt …