Education Commons^™

An Exploration Of Elementary Teachers' Beliefs And Perceptions About Science Inquiry: A Mixed Methods Study, Linda Hamadeh

Dissertations

In order for science-based inquiry instruction to happen on a large scale in elementary classrooms across the country, evidence must be provided that implementing this reform can be realistic and practical, despite the challenges and obstacles teachers may face. This study sought to examine elementary teachers' knowledge and understanding of, attitudes toward, and overall perceptions of inquiry-based science instruction, and how these beliefs influenced their inquiry practice in the classroom. It offered a description and analysis of the approaches elementary science teachers in Islamic schools reported using to promote inquiry within the context of their science classrooms, and addressed the …

Exploring The “Mojo” Of Presidential Awards For Excellence In Mathematics And Science Teaching (Paemst) Recipients, James W. O'Malley

Dissertations

The purpose of this dissertation was to determine how extraordinary science teachers develop their teaching mojo. The teachers investigated were recipients of the prestigious Presidential Award for Excellence in Math and Science Teaching (PAEMST). This investigation focuses specifically on science instruction. The method used for this investigation was individual and group interviews conducted with eight PAEMST recipients. Five themes emerged from these interviews: 1. Science is a natural motivator for learning; 2. Students need to be scientifically literate citizens; 3. A critical “trigger event” propelled each of these teachers towards great science instruction; 4. Each sought out and engaged in …

Changes In Perceived Self-Efficacy And Attitude Toward Science And Teaching Science In Elementary School, Betsy Ann Sullivan

Dissertations

This study was developed in an effort to ascertain if a proposed biological laboratory curriculum as developed and modeled by the instructor would affect the attitudes and perceived self-efficacy towards science, science teaching and ability to learn science of pre-service elementary teachers. Self-regulated learning (SRL) strategies were incorporated as the variation. Attitudinal topics investigated were the perceived ability to learn science and to teach science.

Students in one biology for non-science majors' biology laboratory class at the University of Southern Mississippi participated in this case study. The group participated in the modified laboratory section which utilized SRL activities, including reflections …