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Full-Text Articles in Education
Effects Of Historical Story Telling On Student Understanding Of Nos And Mendelian Genetics, Cody Tyler Williams
Effects Of Historical Story Telling On Student Understanding Of Nos And Mendelian Genetics, Cody Tyler Williams
Dissertations
Science education researchers have long advocated the central role of the nature of science (NOS) for our understanding of scientific literacy. NOS is often interpreted narrowly to refer to a host of epistemological claims associated with the process of science and the limitations of scientific knowledge. Despite its importance, practitioners and researchers alike acknowledge that students have difficulty learning NOS and that this in part reflects how difficult it is to teach. Many teachers are uncomfortable with taking time away from traditional science content instruction. One promising method for teaching NOS and science content involves an explicit and reflective approach …
An Analysis Of The Model And Enacted Curricula For A History Of Science Course In A Nationwide Teacher Education Program, Noushin Nouri
An Analysis Of The Model And Enacted Curricula For A History Of Science Course In A Nationwide Teacher Education Program, Noushin Nouri
Graduate Theses and Dissertations
The UTeach program, a national model for undergraduate teacher preparation, includes Perspectives on Science and Mathematics, a class designed to share content about the History of Science (HOS) with preservice teachers. UTeach provides a model curriculum as a sample for instructors teaching Perspectives. The purpose of this study was (a) to describe and evaluate the model science lessons provided; (b) to compare the relationship of the various versions of the Perspectives class with the model curriculum; (c) to determine the factors that led to instructors’ success or failure in implementation of the model curriculum; and (d) to highlight the instructors’ …
Using Concept Maps To Monitor Knowledge Structure Changes In A Science Classroom, Leah J. Cook
Using Concept Maps To Monitor Knowledge Structure Changes In A Science Classroom, Leah J. Cook
Dissertations
The aim of this research is to determine what differences may exist in students’ structural knowledge while using a variety of concept mapping assessments. A concept map can be used as an assessment which connects concepts in a knowledge domain. A single assessment may not be powerful enough to establish how students’ new knowledge relates to prior knowledge. More research is needed to establish how various aspects of the concept mapping task influence the output of map creation by students. Using multiple concept maps and pre-instruction and postinstruction VNOS instruments during a 16-week semester, this study was designed to investigate …
Examining The Affordances Of Dual Cognitive Processing To Explain The Development Of High School Students’ Nature Of Science Views, Luke Jackson
UNLV Theses, Dissertations, Professional Papers, and Capstones
This mixed method study was aimed at examining the influence of dual processing (Type 1 and Type 2 thinking) on the development of high school students’ nature of science (NOS) views. Type 1 thinking is intuitive, experiential, and heuristic. Type 2 thinking is rational, analytical, and explicit. Three research questions were asked: (1) Do the experiential process (Type 1) and the logical process (Type 2) influence the development of students’ NOS views? (2) If there is an influence on students’ NOS views, then what is the nature of relationship between the experiential process (Type 1) and the development of NOS …
High School Students' Views Of Science In A University Science Internship With Cogenerative Dialogues, Gabriel M. Hayes
High School Students' Views Of Science In A University Science Internship With Cogenerative Dialogues, Gabriel M. Hayes
Open Access Theses & Dissertations
The purpose of this Thesis is to determine how participation in long term university science internships affect nature of science (NOS) conceptual change in high school students. The study was conducted on high school students who volunteered to participate in a seven month university science internship in west Texas. Student views of NOS were measured by pre- and post-internship interviews using five questions about NOS. Internship and no internship student responses were qualitatively analyzed to show change in views of NOS. Findings indicated that participation in long term science internships with cogenerative dialogues improved students conceptualizations of the social dimensions …