Education Commons^™

A Guided Chatbot Learning Experience In The Science Classroom, Jennifer Davis

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

This dissertation describes a practitioner’s design-based development of a prototype chatbot to guide students in learning biological concepts of genetic mutations and protein synthesis. This chatbot’s architecture provides learning activities, feedback, and support throughout a series of short, connected lessons. The chatbot is designed to scaffold learners through a predict, observe, explain model of inquiry learning. It utilizes real-world phenomena to lead students through biology core ideas, science and engineering practices, and crosscutting concepts. Results of prototype testing include survey results in support of the proof of concept among both students and teachers, as well as accuracy measurements of chatbot …

How Vocabulary Notebooks Change Student Knowledge Of Science Concepts And Vocabulary, Justin Wheeler

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

This study was conducted to determine the effect that an explicit vocabulary strategy, the use of vocabulary notebooks, may have on students in an upper elementary science classroom. The study was conducted in a small mid-western town of approximately 14,000 people in an elementary school with approximately 415 students. The study was conducted in a science classroom of fifth-grade students in which the primary investigator was the teacher. The research question for this study was: How does student’s vocabulary knowledge of science concepts change when students create vocabulary notebook entries including definition, science concept, examples, and non-examples? Data sources collected …

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

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and 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 …

Extensiveness And Perceptions Of Lecture Demonstrations In The High School Chemistry Classroom, Daniel S. Price

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

While lecture demonstrations have been conducted in chemistry classrooms for hundreds of years, little research exists to document the frequency with which such demonstrations are employed or their effect on learners’ motivation and performance. A mixed-methods research study was performed, using quantitative and qualitative survey data, along with qualitative data from follow-up interviews and structured correspondence, to determine the extent to which lecture demonstrations are used in high school chemistry instruction, and the perceived effects of viewing such demonstrations on students’ performance on course assignments and on motivation to excel in current and future chemistry courses. Fifty-two randomly selected chemistry …