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Articles 1 - 8 of 8
Full-Text Articles in Education
Advancing Functional Scientific Literacy To Socioscientific Literacy As A Cross Disciplinary Educational Goal: A Philosophical Analysis, Kory Bennett
USF Tampa Graduate Theses and Dissertations
Educational experiences built upon the Socioscientific Issues (SSI) framework provide opportunities for teachers and students to reflectively and reflexively address ill-defined complex scientific issues that affect human beings around the planet. Through the practice of Socioscientific Reasoning (SSR), while grappling with SSI, students have the potential to develop a SSI functional perspective of scientific literacy (SL); functional scientific literacy (FSL). Due to the multidimensional complexity of many human issues in and out of the science classroom, students are required to develop various skills, dispositions, and problem-solving strategies that expand from and connect with a SSI functional perspective of SL. The …
Differences Between Indonesia And Singapore Based On Pisa 2015: Five-Factor Students' Perception In Science Education, Janu Arlinwibowo, Hanif Cahyo Adi Kistoro, Heri Retnawati, Gulzhaina Kuralbayevna Kassymova, Bagdaulet Kenzhalyevich Kenzhaliyev
Differences Between Indonesia And Singapore Based On Pisa 2015: Five-Factor Students' Perception In Science Education, Janu Arlinwibowo, Hanif Cahyo Adi Kistoro, Heri Retnawati, Gulzhaina Kuralbayevna Kassymova, Bagdaulet Kenzhalyevich Kenzhaliyev
Jurnal Inovasi Pendidikan IPA
As a neighbouring country whose location is very close, there is a unique fact where the results of the PISA study show very different results between Indonesia and Singapore. Students' perceptions of learning have an important role to detect the quality of learning. Thus, this study aims to determine the factors of student perception of natural science learning and the differences between the two countries based on these factors. The sample in this study were 5870 Indonesian students and 5272 Singaporean students who took the 2015 PISA survey. The research data were the results of the PISA survey (codes ST098, …
“Scientists Can’T Really Talk To People”: Unpacking Students’ Metacommentary On The Racialized And Gendered Science Nerd Trope, Sarah K. Braden
“Scientists Can’T Really Talk To People”: Unpacking Students’ Metacommentary On The Racialized And Gendered Science Nerd Trope, Sarah K. Braden
Teacher Education and Leadership Faculty Publications
Mass-media representations of the stereotypical science nerd position scientists as white, male, and largely English-speaking. Teachers and students who state a desire to work in equitable science learning communities may nonetheless reproduce inequities through their classroom practices which either embody or validate the science nerd stereotype. This study compares secondary students’ metacommentary on the science nerd trope in a mass-media representation to their metacommentary on their own and their peers’ classroom practices and sheds light on design elements for Critical Race Media Literacy (Yosso, 2002) tasks that may promote equity in science education spaces.
Design Of A Shallow-Aero Ebb And Flow Hydroponics System And Associated Educational Module For Tri Cycle Farms, Julie Halveland
Design Of A Shallow-Aero Ebb And Flow Hydroponics System And Associated Educational Module For Tri Cycle Farms, Julie Halveland
Biological and Agricultural Engineering Undergraduate Honors Theses
Tri Cycle Farms, whose main mission is to reduce food insecurity in their community, is a non- profit urban farm in Fayetteville, Arkansas. The “Tri” in their name refers to the three parts of their foundation: giving a third of their yield to volunteers, giving a third to local food pantries, and selling a third to sustain the farm and demonstrate the economy of local food production. They want to expand on the third part and have a vision of building a hydroponic greenhouse with the intention that it will create more crops to sell and give, as well as …
Prek–5 Teacher Views Of Professional Development Integrating Common Core Language Arts With Science And Social Studies, Janie Hubbard, Melisa Fowler, Lee Freeman
Prek–5 Teacher Views Of Professional Development Integrating Common Core Language Arts With Science And Social Studies, Janie Hubbard, Melisa Fowler, Lee Freeman
Journal of Educational Research and Practice
Three preK–6 U.S. university methods instructors-researchers (literacy, science, social studies) joined 17 Title I school teachers for collaborative lesson planning and teaching within the preK–5 school setting. Each team’s goal was to create and teach interdisciplinary curriculum units using U.S. English language arts Common Core State Standards with social studies and science. A year-long instrumental case study design was used to examine (a) how teachers perceived collaborative professional development to create interdisciplinary unit plans and (b) how teachers viewed outcomes of teaching interdisciplinary units of their own design. Practice articles regarding Common Core State Standards curricula integration are plentiful; however, …
Affordances And Constraints: Pre-Service Science Educators Co-Teaching In Support Of Ells, Steven Drouin, Katya Aguilar, Virginia Lehmkuhl-Dakhwe
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. …
Disassemble/Analyze/Assemble: How A Hands-On Engineering Project Affects High School Girls' Science/Engineering Self-Efficacy, Interest And Career Considerations, Jennifer Corbett Ferguson
Disassemble/Analyze/Assemble: How A Hands-On Engineering Project Affects High School Girls' Science/Engineering Self-Efficacy, Interest And Career Considerations, Jennifer Corbett Ferguson
Theses and Dissertations--Education Sciences
Engineering education as part of the K-12 curriculum can be an effective instructional tool and its benefits include improved science and mathematical achievement as well as an increased interest and understanding of the engineering field, especially for female students. However, there is a serious lack of research-based engineering curriculum being used at the middle and high school levels and lessons most often rely on building or construction competitions. Over the past decade or two, many well-known colleges have implemented a reverse engineering instructional unit known as Disassemble/Analyze/Assemble projects within their introductory engineering courses. These units have been shown to improve …
A Case Study Of A Stem Specialist Co-Teaching Model, Kristen Lynn Witt
A Case Study Of A Stem Specialist Co-Teaching Model, Kristen Lynn Witt
Theses and Dissertations--Education Sciences
This research is focused on elementary science teaching and learning with support of a science, technology, engineering, and mathematics (STEM) specialist because science tends to be nearly absent from self-contained classrooms in the primary grades. Research has established STEM education needs to increase, however, a key question for researchers remains who should teach science and how we can improve teacher efficacy for science education. The purpose of this study is to discover the impacts of a STEM specialist’s role on an elementary school’s daily science instruction. “Impact” refers to teachers, administrators, and student’s value in science education, teacher’s confidence in …