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A Study Of The Teaching Beliefs Of The Modern Post Secondary Science Instructor And Implications They May Hold For The Future Of Science Education, Michael Charles Howard

Dissertations

It was the purpose of this study to examine the teaching beliefs of community college science instructors and discover whether their teaching beliefs were student oriented or instructor oriented. In addition, this study sought to examine demographic factors and find their relation, if any, to these teaching beliefs, as well as explore topics that may be useful in the future to helping community colleges science instructors’ curricula and beliefs come together and work in unison. To do this, the study built on the foundation laid by Sampson et al., in their creation of the Beliefs about Reformed Science Teaching and …

Block And Traditional School Schedules: Comparison Of Student Achievement By Msat Scores And High School Science Teachers' Views, Robert Decker Smith

Dissertations

This study attempts to compare schools that are using a traditional scheduling format to a block scheduling format. Both critics and proponents acknowledge that the block schedule can provide more benefits than just student achievement. This study also attempts to address the perceptions of current Mississippi high school science teachers about the advantages and disadvantages to the block schedule as compared to the traditional schedule.

This study utilized MSAT test scores from 69 (34 block and 35 traditional) public schools throughout the state of Mississippi. This data was used to test 10 hypotheses. Student achievement was measured using both the …

South Mississippi Public Elementary School Teachers' Implementation Of And Attitudes Toward Inquiry-Based Science, Thomas Franklin Sumrall

Dissertations

The present study was designed to examine the relationship between the dependent variables of K-5 elementary teachers' attitudes toward inquiry-based science, implementation of National Science Education Standards concerning inquiry-based science, and the number of inquiry-based lessons taught with the predictor variables of gender, school district teaching, ethnic group, educational level, experience, grade level teaching, and number of science courses taken. Four hundred thirty teachers of grades K through 5 from seven school districts in south Mississippi were surveyed using the Revised Science Attitude Scale (Bitner, 1994), Inquiry Beliefs and Practices survey (Jeanpierre, 2006), and a demographic questionnaire. A total of …