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Articles 1 - 3 of 3
Full-Text Articles in Education
Teaching Stem For Social Justice: An Exploration And Analysis Of Teachers’ Pedagogical Content Knowledge, Zachary Minken
Teaching Stem For Social Justice: An Exploration And Analysis Of Teachers’ Pedagogical Content Knowledge, Zachary Minken
Graduate Theses & Dissertations
Research Problem
Reforms in Science, Technology, Engineering, and Mathematics education over the past several decades have resulted in a somewhat steady pressure to infuse personal, social, and cultural relevance into STEM education (DeBoer, 1991; Gallagher, 1971; Hekimoglu & Sloan, 2005; ITEEA, 1996, 2020; NCTM, 2000; NRC, 1989, 2009, 2010, 2012). This emphasis on relevance eventually resulted in a push for social justice in education as a means to both engage learners and to develop students’ moral and ethical reasoning abilities in hopes that this would lead to a more just world (Dos Santos, 2009; Zeidler, 2016). Amidst rising concerns for …
Mindfulness & Mindset: The Winning Combination? The Exploration Of The Unstuck Method® On Developmental Math Students: A Mixed Methods Study, Edite Birnbaum, Edith L. Birnbaum
Mindfulness & Mindset: The Winning Combination? The Exploration Of The Unstuck Method® On Developmental Math Students: A Mixed Methods Study, Edite Birnbaum, Edith L. Birnbaum
Graduate Theses & Dissertations
Many students enter colleges having to take non-credit-bearing courses, and many do not pass these courses due to numerous factors, including anxiety and stress, especially in mathematics. Current literature shows how mindfulness-based interventions (Bamber, & Schneider, 2016; Dvořáková et al., 2017; Hidman, 2013; Miller et al. 2019; Regehr et al., 2013) and a growth mindset (Blackwell et al., 2007; Boaler et al., 2018; May, 2009) have a positive effect on student stress, anxiety, and academic success. This mixed-method study focused on the unSTUCK strategy’s impact, a mindfulness-inspired tool, on foundation math students. The unSTUCK strategy is a mindfulness-inspired program. The …
Comparing The Process Oriented Guided Inquiry Learning (Pogil) Method To An Independently Developed Guided Inquiry Method (Indgim) In A High School Academic Chemistry Course., Scott Zgraggen
Graduate Theses & Dissertations
A nonequivalent, control group, pretest-posttest design was used to investigate student achievement in secondary chemistry. This study investigated the effects of process oriented guided inquiry learning (POGIL) pedagogy in high school chemistry classes compared to that of an independently designed guided inquiry method (InDGIM). Data were collected from chemistry students from four college-prep chemistry classes in the same high school, over the course of the academic year, using the Particulate Nature of Matter (ParNoMA2) test, the Group Assessment of Logical Thinking (GALT), unit tests, and the final exam. DataAll data waswere analyzed using a 2 x 2 Factorial Analysis of …