Science and Mathematics Education Commons^™

Nebraska Test #2279: Case Ih Steiger 525, Nebraska Tractor Test Lab

Nebraska Tractor Tests

ABOUT THE TEST REPORT AND USE OF THE DATA The test data contained in this report are a tabulation of the results of a series of tests. Due to the restricted format of these pages, only a limited amount of data and not all of the tractor specifications are included. The full OECD report contains usually about 30 pages of data and specifications. The test data were obtained for each tractor under similar conditions and therefore, provide a means of comparison of performance based on a limited set of reported data. EXPLANATION OF THE TEST PROCEDURES Purpose The purpose of …

Exploring The Use Of Experiential Learning Strategies To Develop Science Process Skills In Primary Schools In Arua City – West Nile, Uganda., Wilfred Joe Ken Okwaimung

Master of Education

Teachers in Uganda still make use of the traditional teacher-centred pedagogies that do not factor in the learners’ past experiences, interactions, and engagement in the learning process. This reduces the learners’ abilities to acquire some Science Process Skills which are vital for further acquisition of scientific knowledge and skills for future learning and practice of science. Science teaching and learning require practical pedagogies that make the learning meaningful. Using lesson observation, interviews, focus group discussion, and document analysis, this Action Research, sought to find out whether the current pedagogies that teachers used, integrated Experiential Learning Strategies as an intervention to …

Integrating Technology In Mathematics Teaching And Learning To Enhance Learning Outcomes At A Selected Private Secondary School In Tanzania, Regina Fumbuka

Master of Education

Effective learning outcomes can be achieved if teaching Mathematics is assisted with technology. However, in Tanzania, technology integration into Mathematics teaching remains an indefinable goal for many schools because of the inadequacy of Mathematics teachers' knowledge and competencies in integrating technology within their classrooms apart from other factors. Therefore, this participatory action research study explored how to support a Mathematics teacher to integrate technology in teaching Mathematics to enhance learning outcomes among Form One students. The study comprised three phases: reconnaissance, two cycles for intervention and post-intervention. The philosophical underpinning of this study was constructivism. The school was selected purposively …

Foundational Literacy And Numeracy: Using Learning Assessment Data In The Asia-Pacific Region. Policy Brief, Adeola Monty

Literacy and numeracy

This policy brief has been prepared by the Australian Council for Educational Research (ACER) for the UNESCO International Institute for Educational Planning (IIEP) Regional Conference, held in Manila from 5 to 7 November 2024. This brief is in response to the conference sub-theme of, ‘Learning, equity and well-being: foundational literacy, numeracy and the use of learning assessment data.’ This sits under the overarching conference theme, ‘Educational planning in Asia: Common vision and future prospects.’ The remainder of this paper is divided into 3 sections. It begins by outlining ACER’s definition of a learning assessment, followed by an overview of the …

Student Performance In Modern Physics In An Active, Partially-Flipped Classroom, Scott Yarbrough

Physics Dissertations - Archive

The effectiveness of the flipped classroom and hybrid-flipped (partially flipped, partially lecture-based) method of instruction has been extensively studied for high school and introductory undergraduate physics courses, and it has been shown to increase student understanding and performance. However, few studies have been done for upper-level undergraduate courses, and even fewer have been done for virtual courses. In Spring 2021 and Fall 2023, a fully virtual, hybrid-flipped Modern Physics course was taught, primarily to a class of primarily juniors and seniors, with some sophomores. All were STEM majors. The same course, with a similar enrolment and demographic of students, was …

3ddp Engineering Design Intervention Impacts On Student Perceptions, Attitudes, And Interest Towards Engineering, James Robert Kane

Theses and Dissertations

The study, “3DDP Engineering Design Intervention Impacts on Student Perceptions, Attitudes, and Interest Towards Engineering” explored the impact of a culturally responsive, semi-formal 3D printing (3DDP) intervention on middle school students' perceptions, attitudes, and interest in engineering. The intervention aimed to broaden access to engineering education by providing formative experiences outside traditional classroom settings within the regular school day. A multifaceted approach was employed, utilizing quantitative analysis of assessments and surveys, qualitative analysis of written responses, follow-up interviews, and student-produced artifacts. The intervention functioned as a student-driven engineering club, integrating culturally relevant themes and hands-on activities spanning diverse engineering domains. …

Tractor Test #2294: Kubota M7-154, Nebraska Tractor Test Lab

Nebraska Tractor Tests

ABOUT THE TEST REPORT AND USE OF THE DATA The test data contained in this report are a tabulation of the results of a series of tests. Due to the restricted format of these pages, only a limited amount of data and not all of the tractor specifications are included. The full OECD report contains usually about 30 pages of data and specifications. The test data were obtained for each tractor under similar conditions and therefore, provide a means of comparison of performance based on a limited set of reported data. EXPLANATION OF THE TEST PROCEDURES Purpose The purpose of …

Borate-Based Bioactive Glasses Properties: Clinical And Biomedical Applications, Sarah Fakher, David J. Westenberg

Biological Sciences Faculty Research & Creative Works

Borate bioactive glasses (BBGs) constitute the recently produced bioactive glasses (BGs) in the domain of bioactive materials, offering enhanced functionalities over conventional silicate and phosphate BGs. This advancement is primarily characterized by BBGs' rapid yet controllable degradation rates, superior bioactivity, and the ability to swiftly form a hydroxyapatite layer (HAP) upon interaction with physiological fluids. A distinguishing feature of BBGs lies in their customizability; doping with therapeutic metal ions tailors their bioactivity towards specific physiological responses, including promoting angiogenesis, antibacterial activity, and osteogenesis. This versatility of BBGs' applications extends to bone regeneration, wound healing, drug delivery systems, and potentially nerve …

Enhancing Rural Science Education Through School District-University Partnership, Venicia A. Ferrell, Alexis S. Tharpe

Center for Educational Partnerships Publications

This instrumental case study describes the steps taken to establish and implement a university–school partnership to improve rural science teachers’ content knowledge and teaching practices and students’ achievement in elementary science and high school biology courses. Our research questions explored the impact of professional development and place-based learning on student outcomes, with the study’s methodology involving needs assessments, teacher training, and continuous support through modeling and coaching. The findings include gains in achievement and substantial gains in science education. The findings have implications for the design, implementation, and evaluation of university–school partnerships designed to build teachers’ capacity to deliver high-quality …

Incorporating Evidence-Based Teaching Practices In A Civil/Environmental Engineering Course To Improve Learning, Julie Anne Wildschut

University Faculty Publications and Creative Works

The most important goal of teaching is student learning, passing on information from the instructor to the student so they can apply those concepts and skills months and years after instruction. However, this goal is not easily accomplished. Thinking and learning take significant effort and students often resist putting in the required work. Additionally, the increasingly diverse student population and recent disruptions to traditional classroom learning require instructional design to meet learning outcomes. Three evidence-based teaching practices including retrieval practice, spaced (distributed) practice, and interleaving were incorporated into a hydraulics course to improve student learning and evaluated for their effectiveness. …

An Evaluation Of Statistical Approaches Within A Higher Education Research Framework: How Does Online Distance Learning Impact Student Outcomes?, Nathaniel P. Wilson

Theses and Dissertations--Educational Policy Studies and Evaluation

Appropriate methodology choices are of the utmost importance in research, particularly in measurement and education research. When higher education administrators and researchers study topics related to student outcomes, choosing a statistical approach that produces unbiased estimates is of primary concern. Additionally, studying student outcomes in the context of nationally representative samples provides valuable insights into the state of higher education in the U.S. When examining these data, it is critical that the nested structure be taken into consideration prior to making methodological decisions.

The purpose of the following manuscripts is to demonstrate how education researchers can develop, implement and evaluate …

Exploring Elementary Teachers’ Self-Efficacy And Propensity For Teaching Stem, Ashley Wilkirson

Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education

The following research is conducted in the interest in exploring self-efficacy (or the lack of) in pre- and in-service elementary school teachers when it comes to teaching STEM. In order to explore the issue of self-efficacy for STEM in elementary schools, it comes to defining what STEM education is and what self-efficacy is. These definitions guide research collected in building these future and current teachers’ self-efficacy, with factors ranging from resources available, pre-service training, professional development, content area knowledge, pedagogical knowledge, perceptions of teaching STEM, and opportunities to collaborate with other teachers were listed as some of the reasons. These …

Examining High School Mathematics Teachers' Research-Based Instructional Practices And Their Relationship To Students' Learning Outcomes: A Convergent Parallel Mixed-Method Study, Isiaka Busari

Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education

This convergent parallel mixed-methods study examines the relationship between high school mathematics teachers' research-based instructional practices and students' learning outcomes in Algebra 1 classrooms at a high school in a central region of a Southern U.S. State. The research addresses improving mathematics proficiency in the United States, where national performance remains below average. Guided by psychological and social constructivism, the study involved three Algebra 1 teachers and 171 students. Data were collected through classroom observations using the Mathematics Classroom Observation Protocol for Practices (MCOP²), teacher interviews, and student pre-and post-tests. Quantitative data from tests and MCOP² were …

การพัฒนาลักษณะความเป็นนวัตกรของนักเรียนมัธยมศึกษาตอนปลายโดยใช้การบูรณาการสะเต็มศึกษาร่วมกับการเรียนรู้โดยใช้โครงงานเป็นฐาน, ภุชงค์ ในพิมาย

Chulalongkorn University Theses and Dissertations (Chula ETD)

การวิจัยปฏิบัติการในชั้นเรียนนี้มีวัตถุประสงค์ 1) เพื่อศึกษาลักษณะความเป็นนวัตกรของนักเรียนมัธยมศึกษาตอนปลายโดยใช้การเรียนรู้แบบบูรณาการสะเต็มศึกษาร่วมกับการเรียนรู้โดยใช้โครงงานเป็นฐาน 2) เพื่อศึกษาแนวทางในการจัดการเรียนรู้โดยใช้การเรียนรู้แบบบูรณาการสะเต็มศึกษาร่วมกับการเรียนรู้โดยใช้โครงงานเป็นฐานในการพัฒนาลักษณะความเป็นนวัตกรของนักเรียนมัธยมศึกษาตอนปลาย กลุ่มเป้าหมาย ได้แก่ นักเรียนระดับชั้นมัธยมศึกษาปีที่ 4 จำนวน 39 คน เครื่องมือที่ใช้ในการวิจัย ได้แก่ 1) แผนการจัดการเรียนรู้ 2) แบบประเมินลักษณะความเป็นนวัตกร 3) แบบประเมินผลงาน 4) แบบสังเกตลักษณะความเป็นนวัตกร 5) แบบบันทึกหลังสอนของครู และ 6) แบบบันทึกการเขียนอนุทินสะท้อนความคิดของนักเรียน ทำการวิเคราะห์ข้อมูลเชิงปริมาณ โดยใช้สถิติคือ ค่าเฉลี่ยเลขคณิต คะแนนเฉลี่ยร้อยละ และทำการวิเคราะห์ข้อมูลเชิงคุณภาพ ด้วยการวิเคราะห์เนื้อหา และการวิเคราะห์แบบอุปนัย ผลการวิจัยพบว่า (1) นักเรียนมีลักษณะความเป็นนวัตกร เมื่อได้รับการจัดการเรียนรู้โดยใช้การเรียนรู้แบบบูรณาการสะเต็มศึกษาร่วมกับการเรียนรู้โดยใช้โครงงานเป็นฐานโดยภาพรวมอยู่ในระดับดีมาก (2) แนวทางในการจัดการเรียนรู้ คือ (2.1) ให้นักเรียนสร้างเครือข่ายในการแลกเปลี่ยนความรู้ (2.2) ให้นักเรียนสร้างข้อตกลงร่วมกันในการถามคำถาม (2.3) การเพิ่มเวลาในการทำกิจกรรมกลุ่มและการนำเสนอผลงานทำให้นักเรียนคิดค้นนวัตกรรมและนำเสนอผลงานได้อย่างมีประสิทธิภาพ (2.4) ครูควรมีบทบาทเป็นผู้นำกระบวนการเรียนรู้ในการดำเนินกิจกรรมอย่างมีส่วนร่วม (2.5) กระตุ้นให้นักเรียนเกิดความคิดที่สร้างสรรค์และบูรณาการความรู้ในศาสตร์ต่าง ๆ มาประยุกต์ในการสร้างผลงานที่เป็นนวัตกรรมจากการยกตัวอย่างสถานการณ์ปัญหาแนวทาง การแก้ปัญหาที่เคยมีผู้คิดไว้ก่อนหน้า และใช้คำถามที่ล้วงประสบการณ์เดิมของนักเรียน

The Relationship Between Metacognition, Study Strategies, And Students’ Performances In General Chemistry And Organic Chemistry Courses, Nghiem Uy Tieu

Graduate Theses, Dissertations, and Problem Reports (ETD)

Many students find General Chemistry challenging, and studies have shown a link between students’ grades in chemistry and a decrease in interest in STEM fields. Similarly, Organic Chemistry has also been typically identified as a difficult course for many undergraduate students and has a notoriously high failure rate. Numerous studies have explored various methods to enhance students’ performance and experience in both General Chemistry and Organic Chemistry, but there hasn’t been much focus on students’ study strategies. In addition, metacognition, the skill of thinking about one’s thinking, had been proven in studies as a vital role in enhancing students’ achievements. …

An Exploration Of Misconceptions In Introductory Physics, Christopher Mattthew Wheatley

Graduate Theses, Dissertations, and Problem Reports (ETD)

The study of student misconceptions about physics concepts has long been an important area of inquiry in physics education research (PER). The research discussed in this dissertation builds upon the developments in PER by exploring the prevalence of consistently held undergraduate student misconceptions in introductory calculus-based physics. This thesis explores the nature of student misconceptions, mistakes, and naive answering patterns in both introductory undergraduate Newtonian mechanics and electromagnetism by applying a network analytic technique called module analysis to student responses to different concept inventories from institutions of various levels of incoming physics preparation. Each study applying these methods also demonstrates …

Theorizing Mathematical Proof As Becoming: A Deleuzio-Guattarian Investigation, Joshua P. Case

Graduate Theses, Dissertations, and Problem Reports (ETD)

In this dissertation, I utilize the post-structural philosophy of Gilles Deleuze and Félix Guattari as a lens for investigating the proof process. Deleuze and Guattari were both post- structural philosophers who, like many in this tradition, troubled traditional notions related to stable identities, meaning, language, and mathematics. For Deleuze, sense and meaning is not the result of a sterile, transcendent effect or condition that is associated with propositions and states of affairs. Rather, it is the result of a material production that emerges from the world and that has independence from language and the mind. I apply this framework to …

A Qualitative Analysis Of Secondary Mathematics Teachers’ Development Toward Teaching Mathematics For Social Justice, Catherine Lynne Manley

Graduate Theses, Dissertations, and Problem Reports (ETD)

While some might say that mathematics is neutral, free from political and social bias, social justice concerns can be found in the day-to-day actions of teachers in mathematics classrooms. Teaching mathematics for social justice requires teachers to gain knowledge of the world and systems of oppression as well as current efforts to both address systemic issues as well as the fight for those in power to maintain their cultural capital. Mathematics teachers also need to learn the pedagogical practices that support social justice in education and the specific ways in which mathematics content can be used as a tool to …

Reformed-Based Approaches To The Teaching And Learning Of Science, Sahar Vali

Graduate Theses, Dissertations, and Problem Reports (ETD)

This qualitative practice-based study explores the efficacy of reformed-based science teaching approaches in fostering meaningful student engagement within elementary science classrooms, framed within the science-as-practice paradigm. Utilizing three theoretical frameworks, the Next Generation Science Standards (NGSS) and Ambitious Science Teaching (AST), and the Teacher Noticing, this research investigates how these frameworks influence student engagement in scientific disciplinary practices. The study draws on data from an NSF-funded project on teacher noticing in fifth-grade classrooms in West Virginia. Through a practice-based research approach, the relationship between teachers’ pedagogical practices and student engagement in science and engineering practices as outlined by NGSS and …

Does Stem Integration In High School Mathematics Classes In Underserved Schools Benefit Students' Standardized Testing Outcomes?, Steve Heinold

Indiana STEM Education Conference

STEM education in Indiana has become increasingly popular with, among many other factors, the recent focus by the Indiana Department of Education on the STEM workforce pipeline and school STEM certification (IDoE, 2023b). Some previous research has shown that integrating STEM into science classes and afterschool spaces has helped students from low-income communities catch up to their higher-income peers on assessments like high-stakes standardized testing (Bartell et al., 2008; Hurley, 2001; Weissglass, 2011). However, regarding STEM integration into mathematics classes, it can be more challenging than integration into other classes like science (Walker, 2016) and large gaps remain in the …