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Education Dissertations

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Full-Text Articles in Science and Mathematics Education

Concept Maps And Feedback In Statistics Learning: Exploring The Effect Of Expert Map Feedback And Peer Feedback On Concept Map Structure, Theresa A. Hickey May 2018

Concept Maps And Feedback In Statistics Learning: Exploring The Effect Of Expert Map Feedback And Peer Feedback On Concept Map Structure, Theresa A. Hickey

Education Dissertations

This mixed methods exploratory study examined the effects of two types of feedback – Peer and Expert Map – on Concept Maps used as learning tools in a statistics classroom. Of interest were possible effects of feedback on Concept Map structure (determined by structural scores), on structural classification (Discrete, Integrated), and on student choice of starting concept (General, Specific). Student perceptions of feedback and the role of mapping in statistics learning were elicited using a 12-item questionnaire. Two open-ended responses were coded by themes. All data were assessed separately, then merged to enrich findings.

Results from a mixed repeated measures ANOVA of ...


An Assessment Of Integrating Authentic Research In Undergraduate Science Curricula, Daihong Chen May 2017

An Assessment Of Integrating Authentic Research In Undergraduate Science Curricula, Daihong Chen

Education Dissertations

The purpose of this study is to investigate the impact of integrating original research projects in undergraduate science curricula on student learning outcomes. Integrating original research projects in undergraduate science curricula has been promoted as an effective approach to involving large group of students in authentic scientific inquiry. The study defines course-based undergraduate authentic research experiences or authentic scientific inquiry based on situated learning, and conducted a systematic literature review of the impact of undergraduate research experiences in science related disciplines. Based on an extensive literature review, a unique survey entitled Student Science Learning Gains (SSLG) was developed and validated ...


The Utilization Of Inquiry-Based Science Instruction In Connecticut, David M. Bozzuto May 2017

The Utilization Of Inquiry-Based Science Instruction In Connecticut, David M. Bozzuto

Education Dissertations

The purpose of this study was to explore the perspectives of practitioners of inquiry-based instruction from 35 Connecticut school districts. The source of the participants, Connecticut State Science Assessment Advisory Committee members, and their involvement in science education acted to bound the research.

Using a multiple case study design, data were gathered from 28 participants: teachers n = 21, curriculum leaders n = 4, professional development experts n = 2, and state education advisor/ teacher preparation expert n = 1 involved with Connecticut schools. Each participant was asked to complete an online demographic and inquiry utilization questionnaire. From the results of the questionnaires, a ...


Reflective Assessment, Feedback And Academic Achievement In High School Mathematics, Nalline S. Baliram Apr 2016

Reflective Assessment, Feedback And Academic Achievement In High School Mathematics, Nalline S. Baliram

Education Dissertations

The purpose of this study was to determine the effects of metacognitive strategies and content-specific feedback on student achievement in high school mathematics. Participants in the study consisted of a convenience sample of honors geometry students in grades 9 and 10 in a private high school located in Daytona Beach, Florida. Beyond answering the specific research questions raised in the study, an additional aim was to contribute to the growing body of knowledge pertaining to effective ways to use metacognitive instruction and provide effective content-specific feedback to improve student achievement and learning.

A quasi-experimental, nonequivalent control-group design with repeated-measures was ...


A Meta-Analysis Of Middle School Science Engagement, Leanna B. Aker Jan 2016

A Meta-Analysis Of Middle School Science Engagement, Leanna B. Aker

Education Dissertations

Researchers and educational practitioners have long been concerned with declines in science engagement reported by students as they transition into the middle school setting. Though the operationalization of engagement is still nascent, an emerging consensus on a three-faceted model of student engagement has recently emerged in the research literature (Fredricks, Blumenfeld, & Paris, 2004). Thus, a synthesis of existing primary research of early adolescents’ science engagement under this emerging conceptualization was warranted. The results of this meta-analysis indicate that instructional methods, class characteristics and competence predictors had the strongest relationship with self-reported science engagement in early adolescence. These predictors also show ...


The Effects Of Metacognitive Writing On Student Achievement In Advanced Placement Calculus, Lindsay M. O'Neal Dec 2015

The Effects Of Metacognitive Writing On Student Achievement In Advanced Placement Calculus, Lindsay M. O'Neal

Education Dissertations

Grounded in metacognitive theory (Flavell, 1976) and historical foundations that reach back as far as the writings of Plato (1973), the last few decades have seen an increase in research regarding the impact of metacognitive practice on student learning, often through the use of reflective writing. Studies have focused on a range of aspects, from how to measure metacognition to the effect metacognitive practice has on the academic achievement of students in a variety of subject areas. Specifically with regard to mathematics, researchers have studied the impact of reflective strategies on primary, secondary, and university level students.

The purpose of ...


The Effect Of Reflective Practice On High School Science Students’ Critical And Reflective Thinking, Kathleen R. Murphy May 2014

The Effect Of Reflective Practice On High School Science Students’ Critical And Reflective Thinking, Kathleen R. Murphy

Education Dissertations

This study investigates the impact of a reflection treatment program on the critical thinking skills and reflection level of high school science students. Although research indicates there is a connection between reflection and critical thinking, there is limited empirical research related to this topic in high school science classrooms. Therefore, this study will attempt to determine whether a reflection implementation not only improves selected domains of critical thinking, but also impacts the level of reflective thinking in high school science students.

The research took place in a small, suburban high school in the northeast from January to May of the ...


The Effects Of Gender And Type Of Inquiry Curriculum On Sixth Grade Students’ Science Process Skills And Epistemological Beliefs In Science, Kristy L. Zaleta May 2014

The Effects Of Gender And Type Of Inquiry Curriculum On Sixth Grade Students’ Science Process Skills And Epistemological Beliefs In Science, Kristy L. Zaleta

Education Dissertations

The purpose of this study was to investigate the impact of gender and type of inquiry curriculum (open or structured) on science process skills and epistemological beliefs in science of sixth grade students. The current study took place in an urban northeastern middle school. The researcher utilized a sample of convenience comprised of 303 sixth grade students taught by four science teachers on separate teams. The study employed mixed methods with a quasi-experimental design, pretest-posttest comparison group with 17 intact classrooms of students. Students’ science process skills and epistemological beliefs in science (source, certainty, development, and justification) were measured before ...


The Effects Of Using Interactive Student Notebooks And Specific Written Feedback On Seventh Grade Students’ Science Process Skills, Floria N. Mallozzi May 2013

The Effects Of Using Interactive Student Notebooks And Specific Written Feedback On Seventh Grade Students’ Science Process Skills, Floria N. Mallozzi

Education Dissertations

The purpose of this study was to determine whether the consistent use of metacognitive strategies embedded in an Interactive Student Notebook (ISN) would impact the science process skills of 7th-grade students. In addition, this study explored whether specific teacher written feedback, provided to students in the ISN, further enhanced the use of ISNs and resulted in greater gains in students’ science process skills.

A sample of convenience, 7th-grade students (n = 194) in two suburban middle schools in the northeastern United States, was utilized for this study. Students participated for 15 weeks in one of three instructional programs: (a) a science ...


An Examination Of The Factors Related To Elementary School Classroom Teachers' Self-Efficacy And The Impact Of Self-Efficacy Beliefs On Teaching Outcomes In Science, Deborah Ann Mumford May 2012

An Examination Of The Factors Related To Elementary School Classroom Teachers' Self-Efficacy And The Impact Of Self-Efficacy Beliefs On Teaching Outcomes In Science, Deborah Ann Mumford

Education Dissertations

This study examined kindergarten through fifth grade elementary school teachers’ self-efficacy regarding classroom science teaching and then related these findings to the daily instructional methods that these teachers use when teaching science. Survey methodology was used to explore the perceptions of elementary school teachers (n = 143) regarding science teaching, specifically relating these perceptions to a number of factors: gender, number of years of experience teaching science, grade level taught, number of elective undergraduate science courses, highest degree earned, and whether or not the participants had earned a science degree. In addition, participants’ self-efficacy was used to predict teachers’ frequency of ...


Effects Of An Inquiry-Based Science Program On Critical Thinking, Science Process Skills, Creativity, And Science Fair Achievement Of Middle School Students, Christopher M. Longo May 2012

Effects Of An Inquiry-Based Science Program On Critical Thinking, Science Process Skills, Creativity, And Science Fair Achievement Of Middle School Students, Christopher M. Longo

Education Dissertations

This study investigated the impact of an inquiry-based science program on the critical thinking skills, science process skills, creativity, and science fair achievement of middle school students. Although research indicates the connection between inquiry and achievement, there is limited empirical research relating specific inquiry-based programs to critical thinking, creativity, and science fair achievement in middle school classrooms.

The research took place in a small, suburban middle school in the northeast from November 2010 to May 2011. A sample of convenience was comprised of seventh and eighth grade students. The study was quasi-experimental in nature, with a pretest-posttest comparison group design ...


The Effect Of Reflective Portfolio Use On Student Self-Regulation Skills In Science, Jacob C. Greenwood May 2010

The Effect Of Reflective Portfolio Use On Student Self-Regulation Skills In Science, Jacob C. Greenwood

Education Dissertations

This study investigated the use of reflective portfolios in science as a means to provide students a medium to develop a repertoire of study and self-regulation strategies. These self-regulation strategies can be accessed and utilized by students to engage in independent study and help to manage workloads from multiple teachers. The use of a reflective portfolio addresses the theoretical framework laid out by Pintrich which organized regulatory processes according to four phases (a) planning, (b) self-monitoring, (c) control, and (d) evaluation. The reflective portfolio included student work samples, revisions of work, reflections, and goal statements. Construction of the portfolio gave ...


Impact Of Problem Finding On The Quality Of Authentic Open Inquiry Science Research Projects, Frank Labanca May 2008

Impact Of Problem Finding On The Quality Of Authentic Open Inquiry Science Research Projects, Frank Labanca

Education Dissertations

Problem finding is a creative process whereby individuals develop original ideas for study. Secondary science students who successfully participate in authentic, novel, open inquiry studies must engage in problem finding to determine viable and suitable topics. This study examined problem finding strategies employed by students who successfully completed and presented the results of their open inquiry research at the 2007 Connecticut Science Fair and the 2007 International Science and Engineering Fair. A multicase qualitative study was framed through the lenses of creativity, inquiry strategies, and situated cognition learning theory. Data were triangulated by methods (interviews, document analysis, surveys) and sources ...


Student Perceptions Of The Development Of Mathematical Self-Efficacy In The Context Of The Instructional Setting And Problem Solving Activities, Christine M. Salon May 2008

Student Perceptions Of The Development Of Mathematical Self-Efficacy In The Context Of The Instructional Setting And Problem Solving Activities, Christine M. Salon

Education Dissertations

This multi-case qualitative study, conducted in two elementary schools, observed the self-efficacy experiences of 67 5th grade mathematics students in daily lessons. Four classrooms were observed a total of 40 times for 30 minutes each. Two classrooms each used traditional instructional materials and standards-based instructional materials. Problem solving activity, interviews, a self-efficacy survey, and analysis of student work samples and teacher instruction materials were used to confirm information gathered through observation.

Analysis of information sources resulted in the development of four major constructs: social learning, feedback, modeling, and strategy use. Both groups experienced each construct however, students in standards-based classrooms ...