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Science and Mathematics Education

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An Analysis Of Secondary Integrated Stem Lesson Plans: Common Characteristics, Learning Expectations And The Impact From The Teacher's Definition Of I-Stem, Jacob Hayward Dec 2016

An Analysis Of Secondary Integrated Stem Lesson Plans: Common Characteristics, Learning Expectations And The Impact From The Teacher's Definition Of I-Stem, Jacob Hayward

Theses and Dissertations

This qualitative study investigated teachers’ understanding of their definition of I-STEM (Integrated STEM education), how those understandings manifested into lessons and associated lesson artifacts, how they assessed students in such lessons, and what factors or rationales supported their ability to conduct or not conduct I-STEM lessons. A survey was sent to the members of four professional organizations representing I-STEM disciplines to solicit their participation in this project. Ten teachers ranging from grades 9-12 participated in this study. Of those who responded, six teachers identified with National Science Teachers Association (NSTA), three teachers selected International Technology and Engineering Education Association (ITEEA ...


The Effects Of Cognitive Strategies Paired With Hands-On Or Virtual Manipulatives On Math Instruction For Students With Mathematical Learning Disabilities To Learn Word Problem Solving Skills, Kimberly Plute Jun 2016

The Effects Of Cognitive Strategies Paired With Hands-On Or Virtual Manipulatives On Math Instruction For Students With Mathematical Learning Disabilities To Learn Word Problem Solving Skills, Kimberly Plute

Theses and Dissertations

The purpose of this study was to evaluate the effects of using cognitive strategies with hands-on manipulatives, and cognitive strategies with virtual manipulatives to enhance problem solving skills of students with Mathematical Learning Disabilities (MLD), as well as their satisfaction with those strategies. Five, 5th graders with MLD participated in the study to learn word problem solving skills in a math class for 80 minutes, 5 days a week for 10 weeks. A single subject research design with ABC phases was used in the study. Results showed each student gained from 3.6 to 5.2 mean points of the ...


The Effects Of Using The Gomath Program On Teaching Computation Skills For Students With Learning Disabilities, Patricia Virginia Giordano May 2016

The Effects Of Using The Gomath Program On Teaching Computation Skills For Students With Learning Disabilities, Patricia Virginia Giordano

Theses and Dissertations

The purpose of this study was to evaluate the effects on teaching math computation skills to students with learning disabilities (LD) using the GoMath program and to examine the teachers’ and students’ satisfaction with this program in their teaching and learning. Four, 3rd and 4th graders with LD were taught by one special education teacher in a resource room and participated in learning computation skills for 60 minutes, 5 days per week for 12 weeks, using the Go Math program. A multiple baseline research design with A B phases across students was used to evaluate their performance. The findings indicated ...


The Effects Of Dynamic Graphing Utilities On Student Attitudes And Conceptual Understanding In College Algebra, Ryan Vail Thomas May 2016

The Effects Of Dynamic Graphing Utilities On Student Attitudes And Conceptual Understanding In College Algebra, Ryan Vail Thomas

Theses and Dissertations

The goal of this study is to explore and characterize the effects of using a dynamic graphing utility (DGU) on conceptual understanding and attitudes toward mathematics, measured by the responses of college algebra students to an attitude survey and concepts assessment. Two sections of college algebra taught by the primary researcher are included in the study, with one group using the dynamic graphing utility Desmos (www.desmos.com), and the other using the TI-84 (or equivalent) graphing calculator as a control. The Precalculus Concept Assessment (Carlson, Oehrtman, & Engelke, 2010) was used to measure aspects of students’ conceptual understanding of course ...


Effects Of Interactive Technology, Teacher Scaffolding And Feedback On University Students' Conceptual Development In Motion And Force Concepts, Jason Jeffrey Stecklein Dec 2014

Effects Of Interactive Technology, Teacher Scaffolding And Feedback On University Students' Conceptual Development In Motion And Force Concepts, Jason Jeffrey Stecklein

Theses and Dissertations

The utilization of interactive technologies will affect learning in science classrooms of the future. And although these technologies have improved in form and function, their effective employment in university science classrooms has lagged behind the rapid development of new constructivist pedagogies and means of instruction. This dissertation examines the enlistment of instructional technologies, in particular tablet PCs and DyKnow Interactive Software, in a technologically enhanced, university-level, introductory physics course. Results of this qualitative case study of three university students indicate that (1) the use of interactive technology positively affects both student learning within force and motion and self-reported beliefs about ...


Defining Characteristics Of An Integrated Stem Curriculum In K-12 Education, Vinson Robert Carter Aug 2013

Defining Characteristics Of An Integrated Stem Curriculum In K-12 Education, Vinson Robert Carter

Theses and Dissertations

The purpose of the study was to obtain consensus concerning the defining characteristics of integrated STEM (Science, Technology, Engineering, and Mathematics) curriculum. This study utilized a three round modified Delphi study to solicit recommendations from experts of STEM education in order to: 1) create a set of categorical and defining curricular components needed to develop and implement appropriate integrated STEM curriculum; 2) identify the characteristics that set integrated STEM education curriculum apart from single-discipline curricula; 3) discuss the components necessary to gauge whether an initiative, project, or curriculum should be referred to as integrated STEM education; and 4) examine whether ...


Examining Middle School Students' Statistical Thinking While Working In A Technological Environment, Melissa Arnold Scranton Jul 2013

Examining Middle School Students' Statistical Thinking While Working In A Technological Environment, Melissa Arnold Scranton

Theses and Dissertations

Examining Middle School Students' Statistical Thinking

While Working in a Technological Environment

Melissa Arnold Scranton

The purpose of this study was to gain a better understanding of how students think in a technological environment. This was accomplished by exploring the differences in the thinking of students while they worked in a technological environment and comparing this to their work in a paper and pencil environment. The software program TinkerPlots: Dynamic Data Exploration (Konold & Miller, 2005), a construction tool that middle school students use for data analysis was the technological environment. In both environments, types of critical, creative, and statistical thinking were characterized. Two research questions were addressed: (i) How does the critical and creative thinking of middle school students using the software program Tinkerplots differ from their thinking while using a traditional paper and pencil format? (ii) How does the statistical thinking of middle school students using the software program Tinkerplots differ from their statistical thinking while using a traditional paper and pencil format? In order to answer the research questions students in grades 6 and 7 engaged in two tasks; one worked using the Tinkerplots software and the other worked using paper and pencil. This study was guided by the interplay of two theoretical perspectives. First, was ...