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Space|Place: CharlottePage_Master's Project_Booklet
Title
Space|Place: CharlottePage_Master's Project_Booklet
Creator
Page, Charlotte
Date
5/4/2011, 2011-05
Description
A commentary on Education: examination of the experience of the subject (space) in relation to the object (place).
Sponsorship: Conger-Austin,...
Show moreA commentary on Education: examination of the experience of the subject (space) in relation to the object (place).
Sponsorship: Conger-Austin, Susan
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Space|Place: CharlottePage_Master's Project_BoardPamphlets
Title
Space|Place: CharlottePage_Master's Project_BoardPamphlets
Creator
Page, Charlotte
Date
5/4/2011, 2011-05
Description
A commentary on Education: examination of the experience of the subject (space) in relation to the object (place).
Sponsorship: Conger-Austin,...
Show moreA commentary on Education: examination of the experience of the subject (space) in relation to the object (place).
Sponsorship: Conger-Austin, Susan
Show less
Space|Place
Title
Space|Place
Creator
Page, Charlotte
Date
5/4/2011, 2011-05
Description
A commentary on Education: examination of the experience of the subject (space) in relation to the object (place).
Sponsorship: Conger-Austin,...
Show moreA commentary on Education: examination of the experience of the subject (space) in relation to the object (place).
Sponsorship: Conger-Austin, Susan
Show less
Space|Place: CharlottePage_Master'sProject_Board
Title
Space|Place: CharlottePage_Master'sProject_Board
Creator
Page, Charlotte
Date
5/4/2011, 2011-05
Description
A commentary on Education: examination of the experience of the subject (space) in relation to the object (place).
Sponsorship: Conger-Austin,...
Show moreA commentary on Education: examination of the experience of the subject (space) in relation to the object (place).
Sponsorship: Conger-Austin, Susan
Show less
Assessing the Impact of Understanding Nature of Scientific Knowledge and Understanding Nature of Scientific Inquiry on Learning about Evolution in High School Students
Title
Assessing the Impact of Understanding Nature of Scientific Knowledge and Understanding Nature of Scientific Inquiry on Learning about Evolution in High School Students
Creator
Jimenez Pavez, Juan Paulo
Date
2022
Description
Nature of Scientific Knowledge (NOSK) and Nature of Scientific Inquiry (NOSI) are important components of scientific literacy and important...
Show moreNature of Scientific Knowledge (NOSK) and Nature of Scientific Inquiry (NOSI) are important components of scientific literacy and important educational objectives in science education. Recent literature theorizes that understanding both NOSK and NOSI increases students' understanding of science content knowledge. However, this assumption has yet to be tested empirically. Much research has been done on developing informed views of NOSK and NOSI for students in kindergarten through twelfth grade, but research on the effect of understanding NOSK and NOSI on facilitating science learning in high school appears limited.The main purpose of this study was to empirically test the assumption that understanding NOSK and NOSI improves science student content learning, in particular learning about evolution. This study also aimed to determine which NOSK and NOSI aspects are most useful in such an endeavor. Using a quasi-experimental, nonequivalent control group design, a sample of 453 9th grade high school students from 12 classes in a large Chilean city were randomly assigned to intervention and control groups via classroom clusters (Intervention groups = 6, Control groups = 6). Students in the intervention groups were given a special online explicit and reflective five-week NOSK/NOSI Unit, followed by an online five-week Evolution Content Unit, as a treatment. Those in the control groups received only the online five-week Evolution Content Unit. To measure understanding of NOSK, understanding of NOSI, and understanding about evolution, students answered three valid and reliable instruments: The Views of Nature of Science (VNOS D+), the Views about Scientific Inquiry (VASI), and a multiple-choice Evolution Content Test. The students' answers to the VNOS D+ and VASI questionnaires were scored as naive, mixed, or informed according to the level of understanding for each aspect, and the answers to the evolution content test were scored as correct or incorrect. The results of this study showed that the NOSK/NOSI Unit was effective in improving understanding of NOSK and NOSI aspects in the intervention groups. The results also showed that the Evolution Content Unit was effective in improving understanding about evolution in both groups. However, students in the intervention groups outperformed their peers in the control groups by scoring higher on the Evolution Content Test. Further analysis revealed that students with informed views of NOSK and NOSI achieved better scores on the Evolution Content Test than students with naive views, supporting the argument that understanding NOSK and NOSI facilitates learning about evolution. In addition, all aspects except for the difference between Theories and Laws (NOSK) had a significant positive impact on learning about evolution. Taken together, the findings of this dissertation support the assumption that understanding NOSK and NOSI improves learning about evolution. Furthermore, most NOSK and NOSI aspects seem to foster understanding about evolution. These are new insights, especially about the importance of understanding NOSI for learning about evolution. Some limitations for this study include the remote context in which the study took place and the potential bias in the qualitative analysis of the VNOS D+ and VASI questionnaires.
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ARCHITECTURE FOR COLLABORATIVE CREATIVITY - SPACE WE-Q: SPACE INTELLIGENCE EMPOWERING CREATIVE WE CULTURE IN LEARNING-DRIVEN ENVIRONMENTS
Title
ARCHITECTURE FOR COLLABORATIVE CREATIVITY - SPACE WE-Q: SPACE INTELLIGENCE EMPOWERING CREATIVE WE CULTURE IN LEARNING-DRIVEN ENVIRONMENTS
Creator
Mor-Avi, Anat
Date
2020
Description
Changes in societal culture, along with research on how we learn, challenge current architectural solutions. Education’s shifting paradigms...
Show moreChanges in societal culture, along with research on how we learn, challenge current architectural solutions. Education’s shifting paradigms align with these changes and move teaching strategies from teacher-centered to learner-centered, and from formal and passive, to informal and active modes. Another shift emphasizes collaboration and participatory creativity, which evolve the idea of the “collective,” or “We” versus “I” scenarios. In addition, studies show that creativity flourishes in specific contradictory performances. Supporting these reported changes, new knowledge, and paradigm shifts, this research studied how an active, adaptive architectural design approach might emerge into the learning and creative processes. Evidence indicates that “design and space do matter,” particularly in learning- and working-driven domains. Empirical research has been weak in addressing this understanding relative to architectural solutions, affordances, behaviors, and emotions, promoting collaborative creativity. This research aimed to investigate patterns of architectural affordances believing to impact and empower collaborative cultures and behaviors in learning environments (“WE CULTURE”), specifically motions and emotions. A Mixed-method research design was conducted, using two techniques: (a) a content analysis of awarded learning and working environments, and (b) a post-occupancy evaluation using ethnographic techniques to study the Kaplan Innovation Institute at the Illinois Institute of Technology in Chicago, Illinois, USA. In an effort to provide an applied design study, a visual pattern language related to cultures of learning, environment behavior, and emotions was developed. The pattern language is the platform for designing intelligent spaces, SPACE WE-Q, promoting collaborative behaviors, and creativity through adaptive and behavior-based systems of active affordances. SPACE WE-Q offers a planned adaptive system for unplanned creative processes that emerges into learning and suggesting a new relationship between architecture and education, between architects and users, and between users and space.
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Case Study: A Comparison of Pedagogical Content Knowledge Between Coaches and Coaches/Mentees
Title
Case Study: A Comparison of Pedagogical Content Knowledge Between Coaches and Coaches/Mentees
Creator
Barone, Ana MargaritaSalinas
Date
2024
Description
This multiple case study dissertation aimed to examine one of the domains of pedagogical content knowledge, knowledge of content and students,...
Show moreThis multiple case study dissertation aimed to examine one of the domains of pedagogical content knowledge, knowledge of content and students, between different types of elementary coaches and between coach and their respective collaborating teachers. It also investigated the impact a coaches’ background experiences have on the dynamic between coaches and teachers and the perceptions' teacher have on the effectiveness of coaching. The theoretical framework used in this qualitative study was Ball, Thames, and Phelps’ (2008) definition of PCK. Data was collected from six coaches–four instructional coaches and two math coaches–and eleven k-5th grade teachers. Data collection involved a survey, LMT assessment, and semi-structured interviews, and a thematic analysis method was conducted. The findings from the cross-case analysis resulted in ten themes, with the majority having multiple categories. One finding to one of the research questions was that there were no differences in knowledge of content and students between mathematics coaches and general instructional coaches, but other areas to further investigate emerged. Another finding was that coaches were either within the same capacity as their respective teachers or had extra knowledge of content and students. Although the majority of the coaches’ knowledge of content and students was at a higher level according to their LMT score, it does not necessarily mean that coaches are working with teachers in improving knowledge of content and students. In addition, more research is recommended in creating a pedagogical content knowledge instrument that is specific for coaches.
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A Limited Case Study: Perspectives of Students, High School Teachers, and College Instructors About Advanced Placement Mathematics Courses
Title
A Limited Case Study: Perspectives of Students, High School Teachers, and College Instructors About Advanced Placement Mathematics Courses
Creator
Joseph, DeJuana V.
Date
2023
Description
ABSTRACTBackground. The underrepresentation of Black and Latinx students in STEM is highlighted due to structural impediments. Although AP...
Show moreABSTRACTBackground. The underrepresentation of Black and Latinx students in STEM is highlighted due to structural impediments. Although AP mathematics classes are being introduced as a solution, students from underprivileged schools continue to confront challenges. The study project seeks to investigate the obstacles associated with teaching AP mathematics courses in disadvantaged high schools and to gather perspectives from various stakeholders.Methodology. The study employs qualitative one-on-one interviews and an interpretive research paradigm. The sample comprises mathematics faculty, first-year college students, high school AP math teachers, and one high school student. Thematic analysis is used and ethical considerations are taken into account. Limitations include time and resource constraints, a small sample size, and potential inconsistencies in participant responses.Results and Findings. AP mathematics classes may inspire students to continue STEM in college, yet obstacles such as time constraints and knowledge gaps exist. Students' employment choices are influenced by their own interests and abilities. High school math teachers and college professors highlight algebraic skills as crucial for success in college mathematics, particularly in calculus classes.Discussion. The STEM enrollment problem does not only affect minority students; AP math can be a pathway for all kids. Improving AP math readiness for all students is critical for addressing the STEM professional shortage. It is essential to use extra measures to increase student interest in STEM. Strong foundational algebraic knowledge is required for success in higher education, necessitating stakeholders to focus on improving STEM enrollment and completion rates.
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