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(1 - 5 of 5)
- Title
- DOES SYSTEMATIC PROFESSIONAL DEVELOPMENT FOR SCIENCE TEACHERS OF ENGLISH LANGUAGE LEARNERS (ELLS) MEET THEIR PROFESSIONAL NEEDS AND WHAT IS THE RELATIONSHIP BETWEEN PERCEPTIONS OF PROFESSIONAL DEVELOPMENT AND SELF-EFFICACY TO TEACH SCIENCE TO ELLS?
- Creator
- Degand, Lillian H
- Date
- 2019
- Description
-
ABSTRACTProfessional learning is essential for science teacher preparation to teach science and part of a national movement to prepare...
Show moreABSTRACTProfessional learning is essential for science teacher preparation to teach science and part of a national movement to prepare students, including English Language Learners, (ELLs) for the demands of a 21st century workforce. The purpose of this research was to explore a) what science teachers feel they need in professional development to meet the needs of teaching science to ELL students; b) if science teachers demonstrate best practices learned in PD when teaching ELLs; and c) if there is a relationship between perceptions of professional development and self-efficacy in teaching science to ELLs.. Little is known about what science teachers need in their professional learning to effectively teach science to ELLs. Four data collection phases were used to ascertain teacher needs, preparedness, self-efficacy, and their ability to teach science to ELLs. The data were collected through two surveys, interviews, classroom observations, and case studies. The data were analyzed using a correlation analysis of the two surveys or coding interviews and observations into themes in relation to each research question. Findings in this study revealed no correlation between perceptions of PD and self-efficacy when teaching science to ELLs. Professional learning needs for science teachers with 50%> ELLs included sustained PD in science and ESOL, language development strategies, technology and material resources, and support for teaching from additional personnel and administrators. Most teachers were utilizing best practices when teaching science to ELLs but to varying degrees and had high scores in self-efficacy though they believed they were not prepared to meet the needs of ELL’s. Consequently, discovering science teachers’ needs by engaging them, as stakeholders in a process to include their needs, will create a structure that can design PD which can promote science among ELLs and today’s cultural and diverse classrooms.Keywords: professional development, self-efficacy, ELLs.
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- Title
- SIMILARITIES AND DIFFERENCES BETWEEN ACTUAL SCIENCE INSTRUCTION ENACTED IN THE HIGH SCHOOL CLASSROOM AND COLLEGE SCIENCE TEACHERS’ PERCEPTIONS OF STUDENTS’ KNOWLEDGE AND ABILITIES NECESSARY FOR ACADEMIC SUCCESS
- Creator
- Kedvesh, James
- Date
- 2019
- Description
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The enacted curriculum and classroom artifacts of a full unit of instruction from three subject areas (biology, chemistry, and physics) at two...
Show moreThe enacted curriculum and classroom artifacts of a full unit of instruction from three subject areas (biology, chemistry, and physics) at two levels of instruction (regular and advanced) were analyzed for the presence and degree of mathematics and critical thinking. These characteristics were selected from a review of the literature on college science faculty’s views of best student preparation. Classes were grouped and compared by subject area and by level of science class. Varying degrees of critical thinking and mathematics were found to be present in the six observed classes, but both characteristics were found in all of the observed units of instruction. Comparisons of the statistical and practical differences found the greatest differences when comparing mathematics by subject area. These differences were not due to within subject area differences. Comparisons found the greatest similarities when comparing critical thinking by level of instruction. It was found that classroom pedagogy was a more important factor than subject area or level of instruction in determining the degree of alignment of classroom instruction with respect to the presence and inclusion of mathematics and critical thinking. Overall, there was a common lack of explicit instruction in both mathematics and critical thinking among all observed units of instruction. These findings support the need for more explicit mathematics and critical thinking instruction within science classes. Also, it is recommended that pre-service and practicing science teachers are prepared with the knowledge and methods of best mathematics instruction to better incorporate these strategies within and alongside their science instruction.
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- 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
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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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- 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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- 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.
Show less