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The Relationship Between Teaching Approaches And Student Science Achievement For Four Racial Groups In Us Eighth Grade Classes, Su Gao
UNLV Theses, Dissertations, Professional Papers, and Capstones
Lower science achievement and substantial racial performance gaps persist among students in the US. In the current reform of science teaching, inquiry-based science teaching is assumed effective in improving all student science learning in both scientific content and process and reducing learning gaps across racial groups. Conversely, traditional didactic science teaching is believed to be the most popular and has contributed to lower science achievement and the racial gap. These two assumptions, although central to science teaching reforms, cannot be empirically sustained in the existing literature on science teaching. Framed through the theoretical perspectives of inquiry-based instruction and culturally relevant …
The Effect Of Scaffolded Strategies On Content Learning In A Designed Science Cyberlearning Environment, Cynthia Lee Kern
The Effect Of Scaffolded Strategies On Content Learning In A Designed Science Cyberlearning Environment, Cynthia Lee Kern
UNLV Theses, Dissertations, Professional Papers, and Capstones
Scientific inscriptions--graphs, diagrams, and data--and argumentation are integral to generating and communicating scientific understanding. Scientific inscriptions and argumentation are also important to learning science. However, previous research has indicated that learners struggle to understand and learn science content represented in inscriptions. Furthermore, when learners engage in argumentation, learning science content becomes secondary to the learning of argumentation skills. This design-based research study is nested within the larger effort to inform the design and development of the 5-Featured Dynamic Inquiry Enterprise design framework (5-DIE) for cyberlearning environments and to advance theory associated with the difficulties learners have with scientific inscriptions and …