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Uganda Science Teacher Educator: A Concurrent Mixed Methods Investigation Of Nature Of Science, Pedagogy And Classroom Learning Environment Perspectives, Robert Elisha Musookho Kagumba

Dissertations

This study investigates the perspectives of Uganda science teacher educators on three areas foundational to science education reforms: Nature of science, preferred science pedagogy and classroom learning environment. Uganda has embraced science education reforms but classroom science teachers struggle to implement them. Could these struggles be attributed to their science teacher educators’ perspectives? Using a concurrent mixed method design, the study profiles the views of 63 science teacher educators in Uganda.

Data were collected using four instruments: Student Understanding of Science and Scientific Inquiry, Pedagogy of Science Teaching Test, Views of Nature of Science survey and Constructivist Classroom Learning Environment …

Using The Instructional Congruence Model To Change A Science Teacher's Practices And English Language Learners' Attitudes And Achievement In Science, Hania Moussa Salame

Wayne State University Dissertations

The purpose of the current study was to examine the effects of adapting the instructional congruence model on the English Language Learners' (ELL) attitudes and achievement in science. Changes in teacher's views and practices were documented. The mixed-method approach was adapted. Data sources were the "Attitude Towards Science" survey, VNOS-C questionnaire, Luykx and Lee (2007) observational instrument, Gee (1997) discussion categories, video recordings, and pre- and post-tests. A science teacher and a class of 24 ELL female students in a charter school participated in this research. The results of this study indicated that student achievement increased significantly and students' attitudes …