Education Commons^™

A Mixed-Methods Study Of Entomology Incorporation In U.S. Secondary Science Instruction, Erin M. Ingram

Department of Entomology: Dissertations, Theses, and Student Research

To encourage understanding and appreciation of insects, entomology education advocates have supported and encouraged K-12 teachers to integrate insects and insect-related content into formal science instruction. However, research examining how and why science teachers incorporate entomology into secondary science courses is limited.

A sequential explanatory mixed-methods research study was conducted to address this gap. The study was conducted in two phases. During the first phase, quantitative survey research was conducted with a representative sample of 254 U.S. secondary life science teachers. During the subsequent qualitative phase, follow-up interviews were conducted with a purposeful sample of 18 survey participants and an …

The Impact Of Edwards V. Aguillard On Science Education In Louisiana Public Schools, Abigail Mcdonough

Senior Honors Theses

The landmark Louisiana case Edwards v. Aguillard ushered in a new era of legislation in which certain ideas are discriminated against because of their religious basis. Due to the Court’s misinterpretation of evidence and employment of a faulty test for a secular purpose, the Court is responsible for disastrous and far-reaching implications. This thesis will examine how the 1987 Supreme Court case Aguillard shifted American science education away from the exploration of multiple competing theories of man’s origins in the classroom. Although America was founded on principles such as freedom of religion and thought which should be protected, the Aguillard …

The Role Of Introductory Geoscience Courses In Preparing Teachers—And All Students—For The Future: Are We Making The Grade?, Anne E. Egger

Geological Sciences Faculty Scholarship

Introductory geoscience courses enroll hundreds of thousands of students a year, most of whom do not major in the geosciences. For many, including future K–12 teachers, an introductory course is the only place they will encounter Earth science at the college level. New standards for K–12 science education have profound implications for teacher preparation, particularly in Earth science. The new standards call for taking a systems approach, highlighting how humans interact with Earth, making use of science and engineering practices, and engaging students in discourse. Analysis of responses to the National Geoscience Faculty Survey (n = 813 in 2004; …

Supporting Representation-Rich Problem-Solving In High School Physics, Lyrica L. Lucas, Elizabeth B. Lewis

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Findings from physics education research strongly point to the critical need for teachers’ use of multiple representations in their instructional practices such as pictures, diagrams, written explanations, and mathematical expressions to enhance students' problem‐solving ability. In this study, we explored use of problem‐solving tasks for generating multiple representations as a scaffolding strategy in a high school modeling physics class. Through problem‐solving cognitive interviews with students, we investigated how a group of students responded to the tasks and how their use of such strategies affected their problem‐solving performance and use of representations as compared to students who did not receive explicit, …

How Do Teachers Use Comics To Promote Engagement, Equity, And Diversity In Science Classrooms?, Camilla Matuk, Talia Hurwich, Amy Spiegel, Judy Diamond

World of Viruses

Equitable learning opportunities are critical to the goals of science education. However, major curriculum standards are vague on how to achieve equity goals, and educators must often develop their own resources and strategies to achieve equity goals. This study examines how educators used a comic book series designed to interest youth in virology as a way to make science more broadly appealing to their diverse students. We begin with the notion of Pedagogical Design Capacity, which describes a dynamic relationship between teachers and their tools and the ability for teachers to perceive and leverage affordances of artifacts as tools in …