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Science and Mathematics Education Commons™
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- Keyword
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- Agricultural education (1)
- Career and technical education (1)
- Culturally and linguistically relevant science education (1)
- Engineerring education (1)
- Equitable access to education (1)
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- High school teaching (1)
- Indigenous Education (1)
- Inquiry-based learning (1)
- Integrated STEM (1)
- Narrative inquiry (1)
- Next Generation Science Standards (1)
- Preservice STEM courses (1)
- STEM education (1)
- Science education (1)
- Science literacy (1)
- Science proficiency (1)
- Self-efficacy (1)
- TribalCrit (1)
- Publication
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- Department of Teaching, Learning, and Teacher Education: Faculty Publications (3)
- Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship (1)
- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (1)
Articles 1 - 5 of 5
Full-Text Articles in Science and Mathematics Education
The Impact An Inquiry-Based Learning Professional Development Has On Science And Agricultural Teachers' Intent To Use Animal Science Concepts As A Context For Teaching Science, Kasey Harmon
Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship
There is an emerging need for Tennessee and Nebraska high school students to increase their science proficiency. It is important that students are science literate to equip them with basic science skills needed for the workforce. Science literacy enables students to problem solve efficiently, appropriately assess societal issues, and make informed decisions. Inquiry-based learning (IBL) is a teaching strategy that has been shown to positively impact students’ ability to critically think and make informed decisions. Since IBL and agricultural education are centered around experiential learning, combining them gives students the opportunity to learn science in a real-world context. However, previous …
Exploration Of The Lived Experiences Of Native American Science Teachers Of The Great Plains: A Narrative Inquiry, Uma Ganesan
Exploration Of The Lived Experiences Of Native American Science Teachers Of The Great Plains: A Narrative Inquiry, Uma Ganesan
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
The complicated history of the education of Native American children through U.S. government-sponsored practices has led to the elimination of the Native children’s sense of Indian identity, culture, and language (Noel, 2002). In addition, increased emphasis on standardization and high-stakes accountability under the No Child Left Behind Act of 2001 has resulted in less culturally responsive educational efforts and more Indigenous students left behind in school systems (Castagno & Brayboy, 2008). This has led to Indigenous students being underrepresented in science, technology, engineering, and mathematics (STEM) fields where they account for only 3% of STEM workers (Fry, Kennedy, & Funk, …
Multiple Case Study Of Science And Engineering Integration In Secondary School Across Six School Districts, Elizabeth Hasseler, Elizabeth B. Lewis
Multiple Case Study Of Science And Engineering Integration In Secondary School Across Six School Districts, Elizabeth Hasseler, Elizabeth B. Lewis
Department of Teaching, Learning, and Teacher Education: Faculty Publications
A multiple case study was conducted to investigate six districts’ approaches to integrating science and engineering curricula in their secondary education programs. Data collected included classroom observations, interviews with teachers and administrators, college transcripts, professional development, and curriculum, as well as how, and how district personnel supported, and teachers enacted classroom instruction to align with the Next Generation Science Standards (NGSS). Six districts were chosen due to their ranges in their size, urban or rural context, and demographics. There were 25 participants in the study who were either district personnel or secondary teachers. All school districts in the study incorporated …
Comparison Of Rural And Urban High School Science And Engineering Integration In Two School Districts, Elizabeth Hasseler, Elizabeth B. Lewis
Comparison Of Rural And Urban High School Science And Engineering Integration In Two School Districts, Elizabeth Hasseler, Elizabeth B. Lewis
Department of Teaching, Learning, and Teacher Education: Faculty Publications
A comparative case study was conducted in an urban and rural district, focusing on how science and engineering were integrated into the high school programs. This led to the recommendation for districts to provide collaboration and mentorship opportunities that support teachers integrating engineering into their classrooms.
Session presider: Omah Williams-Duncan
Advisor: Beth Lewis
Committee members: Gwen Nugent, Justin Olmanson, Heidi Diefes-Dux
Preservice Elementary Teachers Conceptions And Self-Efficacy For Integrated Stem, Deepika Menon, Deef A. A. Shorman, Derek Cox, Amanda Thomas
Preservice Elementary Teachers Conceptions And Self-Efficacy For Integrated Stem, Deepika Menon, Deef A. A. Shorman, Derek Cox, Amanda Thomas
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Educational reform efforts have emphasized preparing highly competent and confident preservice teachers to deliver effective K-12 Science, Technology, Engineering, and Mathematics (STEM) instruction. Self-efficacy is a key variable that influences motivation and performance, and therefore it is necessary to support the development of preservice teachers’ integrated STEM teaching self-efficacy. This mixed-methods study investigates how preservice elementary teachers’ integrated STEM teaching self-efficacy is shaped during their participation in a newly redesigned STEM semester consisting of three concurrent methods courses (science and engineering, mathematics, and technology methods courses). The quantitative data sources included the Self-efficacy for Teaching Integrated STEM instrument administered as …