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Collaboratively Building A Teaching Model (Tttc) In A Doctoral Science Education Program: An Autoethnography, Alton George Declaire
Collaboratively Building A Teaching Model (Tttc) In A Doctoral Science Education Program: An Autoethnography, Alton George Declaire
USF Tampa Graduate Theses and Dissertations
This autoethnography illustrates benefits of doctoral education consistent with the holistic paradigm underlying today’s society and development of a practice-research-practice cycle useful to science teacher educators. Emergent hypotheses indicate ways to increase a doctoral student’s well-being, intellectual risk taking, production of creative products, and expedite in-depth learning. The hypotheses were derived from the processes and pathways I used to make sense of the learning opportunities afforded me and features of my experience that led to my well-being and maintaining my enthusiasm despite the significant life challenges I encountered and the tedious parts of the doctoral process.The original research question was, …
The Effect Of Teachers' Epistemological Beliefs On Practice, Milton David Huling
The Effect Of Teachers' Epistemological Beliefs On Practice, Milton David Huling
USF Tampa Graduate Theses and Dissertations
Unfortunately, for the most part, teachers do not teach the Nature of Science (NOS). Even when teachers have adequate NOS knowledge, their knowledge still does not make its way into practice. While there are various reasons for this happening, this study has isolated other, more typical, constraints to teaching in order to look more closely at the influence of personal epistemological beliefs, understandings of NOS, and their effects on practice. In an effort to minimize typical constraints of time for the teaching of NOS, a sixth grade physical science course was chosen as a way to minimize this constraint. Within …