<p> Over the past several decades, science advocacy organizations have increasingly participated in discussions of the relationship between science and religion to the public, mainly to counteract the resurgence of anti-evolution activities across the country, to address misconceptions and misunderstandings about science and religion, and to help make science more palatable and less threatening to religious believers. These engagements with religion have primarily involved four organizations: the American Association for the Advancement of Science (AAAS), the National Academy of Sciences (NAS), the National Center for Science Education (NCSE), and the Smithsonian National Museum of Natural History (SNMNH). In their engagements with religion, each of these organizations has simultaneously employed two distinct lines of operation: (1) defending science against anti-science religions and movements and (2) engaging science-friendly religions and the religious public. These lines of operation are driven by key objectives and supported by specific strategies and tactics to achieve those objectives, which this paper seeks to explore and analyze. Key findings and recommendations for science advocacy organizations' ongoing and future engagements with religion are provided.</p>

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<p> This study seeks to extend the work done by Brasell and Beichner on the effect of the Microcomputer-Based Laboratory (MBL) on the quality of instruction in kinematics.</p><p> In this thesis, we investigate the idea that the automatic graphing process involved in a typical kinematics MBL has a black box effect on student understanding. In order to make students focus on the values that create the graph, a group of students first experienced kinematic graphs by drawing by hand before performing the MBL as normal. After testing this treatment with 246 students (141 received treatment, 105 were kept as a control), the results showed that there was a slightly positive but insignificant difference in gains between the two groups (<i>p</i> = 0.362), as measured by Beichner's Test for Understanding Graphs in Kinematics (TUG-K).</p>

<p> Remote access technologies enable students to investigate science by utilizing scientific tools and communicating in real-time with scientists and researchers with only a computer and an Internet connection. Because remote access technologies offer students unique learning experiences, for the first time in history students can become virtual researchers and collect and share scientific data. The purpose of this study was to identify factors that contribute to successful remote learning investigations, document students&rsquo; perceptions of ownership of data, science motivation, science identity, learning outcomes in conjunction with a remote investigation, and to document students&rsquo; perceptions of virtual presence during a remote investigation.</p><p> This study, conducted with high school students (<i>n</i> = 72), explored the impact of students&rsquo; perception of <i>ownership </i> of data during a remote investigation. A pretest-posttest control group design was used and students were randomly assigned to one of two treatment groups: students able to collect their own insect to use during the remote investigation (<i>n</i> = 36) and students that did not collect their own insects to view during the remote investigation (<i>n</i> = 36).</p><p> The results of this study showed that students&rsquo; perception of <i> ownership of data</i> does not significantly change their perceptions of motivation to do science, science identity, and learning outcomes during a remote investigation. Students&rsquo; in the experimental group reported being less distracted during the remote investigation than students in the control group, whereas students in the control group reported controlling the technology was easier than the experimental group. The remote investigation positively influenced students&rsquo; learning outcomes and students&rsquo; perception of science identity. Exploratory factor analysis of all identified constructs in the remote investigation indicated that <i>Science Learning Drive</i> (students&rsquo; perception of their competence and performance in science and intrinsic motivation to do science), Environmental Presence (students&rsquo; perception of control of the remote technology, sensory and distraction factors in the learning environment, and relatedness to scientists), and <i>Inner Realism Presence</i> (students&rsquo; perceptions of how real is the remote program and being recognized as a science-oriented individual) are factors that contribute to a successful remote investigation. This study provided valuable information of students&rsquo; perceptions of motivation, science identity, and virtual presence during a remote investigation that can provide insight into remote learning environments.</p>

<p> This research is about the attitudes and educational practices towards inclusion of students with disabilities in science classroom. Four research questions were raised: (1) What are the attitudes of science teachers about the inclusion of students with disabilities?, (2) What is the relationship between attitudes and teachers demographics characteristics?, (3) What are the factors that influence the attitudes of science teachers? and (4) What does the Science teachers do in their educational practices to teach students with disabilities? </p><p> A mixed design of two phases was performed to answer this question. In the first phase a questionnaire was submit to 79 Science teachers from the middle and high school level. This questionnaire with the title <i>Attitudes and educational practices towards inclusion of students with disabilities in Science teaching</i> was developed by the researcher. In the second phase a focus group was conducted with Science and Special Education teachers. Also, two structured interviews by telephone were conducted. </p><p> The findings indicate that the attitudes of science teachers who participated in the first phase of this research seems to be neutral. However, in their responses to the interview or focus group the attitudes were perceived negative. This attitudes are influences by a number of factors that hinder the process of inclusion. Using a nonparametric test with a chi-square test, it was determined that the number of students in a classroom is one of the factors that have a significant relationship with attitudes. The modifications that Science teachers do in their educational practices these will depend on the discapacities. But usually the modification will be in the evaluation of the students. Using assessments as a technique. Also, individualized instruction and peers are educational practices that highlight.</p>

<p> The number of college students choosing to major in science, technology, engineering, and math (STEM) in the United States affects the size and quality of the American workforce (Winters, 2009). The number of graduates in these academic fields has been on the decline in the United States since the 1960s, which, according to Lips and McNeil (2009), has resulted in a diminished ability of the United States to compete in science and engineering on the world stage. The purpose of this research was to learn why students chose a STEM major and determine what decision criteria influenced this decision. According to Ajzen's (1991) theory of planned behavior (TPB), the key components of decision-making can be quantified and used as predictors of behavior. In this study the STEM majors' decision criteria were compared between different institution types (two-year, public four-year, and private four-year), and between demographic groups (age and sex). Career, grade, intrinsic, self-efficacy, and self-determination were reported as motivational factors by a majority of science majors participating in this study. Few students reported being influenced by friends and family when deciding to major in science. Science students overwhelmingly attributed the desire to solve meaningful problems as central to their decision to major in science. A majority of students surveyed credited a teacher for influencing their desire to pursue science as a college major. This new information about the motivational construct of the studied group of science majors can be applied to the previously stated problem of not enough STEM majors in the American higher education system to provide workers required to fill the demand of a globally STEM-competitive United States (National Academy of Sciences, National Academy of Engineering, &amp; Institute of Medicine, 2010)</p>

Thesis (Ph. D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0489. Adviser: Laurence Parker. Includes bibliographical references (leaves 233-249). Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Science Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2881. Adviser: Valarie L. Akerson. Title from dissertation home page (viewed April 8, 2008).

Thesis (Ph.D.)--The University of Arizona, 2007. / (UMI)AAI3259923. Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1391. Adviser: James A. Carson.

Thèses (Ph.D.)--Université de Sherbrooke (Canada), 2003. / Titre de l'écran-titre (visionné le 20 juin 2006). Publié aussi en version papier.