Education Commons^™

Teaching Stem For Social Justice: An Exploration And Analysis Of Teachers’ Pedagogical Content Knowledge, Zachary Minken

Graduate Theses & Dissertations

Research Problem

Reforms in Science, Technology, Engineering, and Mathematics education over the past several decades have resulted in a somewhat steady pressure to infuse personal, social, and cultural relevance into STEM education (DeBoer, 1991; Gallagher, 1971; Hekimoglu & Sloan, 2005; ITEEA, 1996, 2020; NCTM, 2000; NRC, 1989, 2009, 2010, 2012). This emphasis on relevance eventually resulted in a push for social justice in education as a means to both engage learners and to develop students’ moral and ethical reasoning abilities in hopes that this would lead to a more just world (Dos Santos, 2009; Zeidler, 2016). Amidst rising concerns for …

Heart-Stopping Rollercoasters: Restorative Practices, Motivation, And The Formation Of A Science Identity, Zachary Schafer

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

This paper explores the crossroads between restorative practices and science education. In this crossroads, a case study between teacher and learner is explored to reveal the implications the tandem between restorative practices and education has for motivation and identity formation. The paper ends with practical suggestions for the teacher in the classroom.

Affordances And Constraints: Pre-Service Science Educators Co-Teaching In Support Of Ells, Steven Drouin, Katya Aguilar, Virginia Lehmkuhl-Dakhwe

Faculty Publications

Co-teaching has increasingly been utilized as an alternative model for the student teaching experience in pre-service education. Recent literature highlights potential for co-teachers to develop by engaging in cycles of inquiry in learning communities. The purpose of this study was to explore the experience of a science student teacher who engaged in cycles of inquiry around supporting English language learners (ELLs) in a co-teaching student teaching placement. This qualitative case study involved a science mentor teacher and a science student teacher engaged in a yearlong co-teaching placement. Data sources included surveys, interviews, and written and oral lesson plans and reflections. …

Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser

Journal of Science Education for Students with Disabilities

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery – interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; …

A Study Of Secondary Science Teacher Efficacy And Level Of Constructivist Instructional Practice Implementation In West Virginia Science Classrooms, Amanda Kristen Knapp

Theses, Dissertations and Capstones

The purpose of this study was to investigate the level of use of selected constructivist instructional practices and level of teacher efficacy in West Virginia secondary science classrooms. The study next sought to determine if a relationship existed between level of use of the constructivist practices and teacher efficacy. In addition the study sought to determine if differences existed in level of use of the selected constructivist practices and/or teacher efficacy based on selected demographic variables

The study was a mixed-methods design. First, a researcher-developed survey instrument was used to collect data regarding the level of use of constructivist instructional …

The Cultural Studies Of Science Education, Karen D. Chassereau

Electronic Theses and Dissertations

In an age of accountability, the demands and constraints placed on science teachers seem insurmountable. Teachers are challenged to provide students with authentic scientific experiences, yet the need to prepare students for high-stakes tests remains. The problem of attrition and job stress in the field of science teaching is growing. As pressures rise, it becomes necessary to understand what the culture of science education is like from the perspective of the science teacher. This study sought to define the culture of science education and determine how this culture informs teacher practice in the secondary science classroom. This qualitative case study …

The Mathematics Of Skateboarding: A Relevant Application Of The 5es Of Constructivism, William H. Robertson

William H. Robertson

Changing Perceptions Of Science In Undergraduate Students: A Mixed Methods Case Study, Cindy S. Larson-Miller

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

The purpose of this bounded single-case study was to explore the understanding of the nature and process of science for undergraduate students at the University of Nebraska-Lincoln (UNL). The study investigated one professor’s methodology to explicitly teach undergraduate students about the nature and process of science, and documented their understanding and perception of science, both pre- and post-course.

Using a mixed method approach, data were collected to provide a better understanding of teaching the nature and process of science. Three main types of data were analyzed: the process of science (TPOS) assessment; survey questions, and the module curriculum.

Participating students …