The goal of this dissertation is to broaden our understanding of interactive teaching strategies, in the context of the introductory physics classroom at the undergraduate level. The dissertation is divided into four main projects, each of which investigates a specific aspect of teaching physics interactively. All four projects look towards improving the effectiveness of interactive teaching by understanding how pre-course student characteristics affect the way students learn interactively. We first discuss lecture demonstrations in the context of an interactive classroom using Peer Instruction. We study the role of predictions in conceptual learning. We examine how students' predictions affect what they report having seen during a demonstration. We also examine how student predictions affect what they recall as the outcome of the demonstration at the end of the semester. We then analyze student response patterns to conceptual questions posed during Peer Instruction. We look at the relationship between a student's tendency to switch their answer and pre-course student characteristics like science self-efficacy. Next we elucidate response timing to conceptual questions posed over the course of the semester, in two introductory physics classes taught using Peer Instruction. We look at the relationship between student response times and student characteristics like pre-course physics knowledge, science self-efficacy and gender. We study response times as a way of gaining insight into students thinking in Peer Instruction environments as well as to improve the implementation of Peer Instruction. Finally, we present work on the role of NB, an online collaborative textbook annotation tool, in a flipped, project based, physics class. We analyze the relationship between students' level of online engagement and traditional learning metrics to understand the effectiveness of NB in the context of flipped classrooms. We also report the results of experiments conducted to explore ways to steer discussion forums to produce high-quality learning interactions.

This dissertation explores what sets expert and great systems problem solvers apart, using a multi-player online arena setting in World of Warcraft (WoW) as a model system of study. Expert players comprise the top 0.1% of the player population, while great players comprise the top 0.5%. Systems problem solving in WoW arena is an iterative, real-time process of theory-testing, decision making, and action taken toward a desired system outcome, where one’s behavior in the system has a direct effect on the system. Expertise in WoW arena is defined by the ability to consistently reach a desired end state, requiring one to recognize complex system attributes (e.g., feedback loops, path-dependencies, non-linear effects, time-delays, etc.) and leverage those characteristics in their decision making and actions. Using grounded-theory research methods, I found subtle differences between expert and great players in their acquisition and application of in-game and systems knowledge and skills, with the most notable differences found in their attitudes towards learning and demonstration of emotional intelligence. Implications of my study include the critical role “soft” skills, which traditionally receive less attention in schools, may play in the development of content-specific or “hard” skills such as systems problem-solving. My findings also lend support to the growing argument that attitudes (e.g., growth mindsets, perseverance, passion, and grit) may be a stronger predictor of professional excellence and success in life than academic intelligence. Lastly, computer games—an inherent system of varying complexity—provides a powerful environment to both limit and augment the real world, for learners to engage in decision-making and problem solving within a systemic framework to learn to better resolve complex 21st century challenges.

Women face many obstacles in their academic careers but there is a gap in the research with regards to their perceptions of science and engineering education and how non/participation in the culture of engineering affects their identities. Moreover, little research has been conducted with female Ph.D. students especially with regard to the reasons they have continued their studies, and their level of satisfaction with their career and lives. This study was guided by the sociocultural approach and theories of learning and identity. Methodologically, the design adopted is a naturalistic qualitative inquiry using two open-ended interviews with participant verification after the first interview. The life history narratives (Mishler, 1999) obtained from the seven doctoral electrical and mechanical women engineers, at various stages in their programs, were the primary source of data. By examining the path of becoming a doctoral woman engineer, this study makes the educational experiences of women intelligible to the general public as well as policy makers. It gives voice to the women engineers whose perspectives are rarely heard in academic settings or mainstream society. The findings of the study lend insight to the importance and necessity of more inclusive engineering education, incorporating not only women's studies courses into the curriculum but anti-racism education as well as including the perspective of 'Other' people of difference. Moreover, multi-perspective approaches to increasing enrolment and retention of women in engineering were more effective and in keeping with addressing notions of 'difference' in engineering populations.

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<p> This phenomenological research study explored the contributing factors experienced by Black males that epitomized their academic success in a STEM (Science, Technology, Engineering, and Mathematics) area of study. During this investigative project, eleven Black male students were interviewed to determine how they were able to successfully navigate and complete a STEM degree. The data was collected through a qualitative inquiry, which involved interviewing students and collecting the data and organizing their perspectives into common themes. The principal findings in this study suggest that Black males can excel when primary influential people establish high expectations and believe and encourage Black males to succeed by providing the essential educational support models requisite to warrant success; the Black male maintains and affirms a self-assured self-worth in himself; the Black male is exposed to these fields and professions early on in their educational quest to enable them to witness first hand powerful and productive opportunities and pathways to academic success; exposure to other Black successful male role models who can mentor and show positive proof that with effort, these fields can become a reality; increase in academic motivation and recommendations from educators and counselors who direct and guide students into and away from these rigorous career fields. An analysis of the students' individual stories gave a revealing look into the pathways of their consciousness, emotional growth, and perspectives about being a successful STEM major. This kind of insight can be a constructive diagnostic tool for students, educators, counselors, and administrators who want to motivate and influence future students to major in STEM fields of study.</p>

The purpose of this study was to examine the differences in achievement among eighth grade students enrolled in the public schools in the State of Florida and the Republic of Korea in mathematics and science. The study also compared the differences among fifteen learning-related variables using data collected from teachers and parents in the two societies. Finally, this study examined educational leaders' judgements as to the relative importance of these variables on student achievement. / Four groups of representative subjects participated in this study: (1) eighth grade students; (2) teachers; (3) parents of elementary and secondary school students; and, (4) educational leaders such as educational researchers and professors, administrators from state or national, district or provincial, and school levels, and teachers from public school systems. / Fifteen variables were compared in this study including: number of instructional days in a school year; allocated time on instruction; overall educational cost per student; class size; teacher qualifications; teacher's salary; amount and variety of instructional materials; use of national radio and television lessons; amount of homework assigned to students; teachers' most often used teaching strategy; frequency and format of examinations; private tutorial support; the amount of time spent by parents on helping their children with their homework; and teachers' and parents' attitudes toward education, school, and classroom activities. / T-test and Chi-square analyses were used to analyze the data. The results found that Korean students outperformed Florida students on overall achievement and higher-level learning in both science and mathematics tests. On lower-level learning, the differences in science achievement was not found to be significant between Florida students and Korean students. This study also found differences in the presence and occurrence of the 15 variables between Florida and Korea. The relative importance of examined variables were found to be differently rated by educational leaders from the two societies. Finally, implications of the findings and suggestions of further studies were presented. / Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3053. / Major Professor: Robert M. Morgan. / Thesis (Ph.D.)--The Florida State University, 1992.

The 1983 Educational Reform Act in Florida mandated the development of the Comprehensive Plan for Improving Mathematics, Science, and Computer Education in Florida. In the plan, eight overall goals provided a framework for improving mathematics, science, and computer education during the ten-year period from 1989 to 1999. Those goals were to strengthen the curriculum, to make learning mathematics and science more exciting, to use state-of-the-art instructional technology to enhance learning, to better prepare and enhance teachers, to encourage students from under-represented populations, to re-design student and program assessment models, and to promote productive partnerships with schools, businesses, industries, community members, and parents. / The purpose of this study was to provide a systematic profile of what has been done in schools, districts, and the State of Florida to reach the goals of the Comprehensive Plan and to determine key issues pertaining to implementation. A set of indicators of progress in mathematics and science education were constructed and provided a frame for data collection and analysis. / Findings of the study illuminate state, district, and local level happenings with respect to each of the eight goals of the Comprehensive Plan. It can be interpreted from the findings that the degree of implementation of this plan varied greatly both within and between the three levels studied. Topics such as coordination within and between levels, vision of how the plan could be implemented, commitment to implement the plan, and technical assistance provided an analytic frame for understanding implementation issues. Curriculum reform of the magnitude recommended did not occur to the degree expected in original implementation plans. Although some change was noted in state, district, and school practices over the first two years of implementation, there was little evidence to indicate change also occurred with respect to the underlying principles of the plan, which emphasized the importance of active student involvement in constructing mathematical and scientific knowledge. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0700. / Major Professor: Kenneth Tobin. / Thesis (Ph.D.)--The Florida State University, 1992.

Induction programs are essential in addressing the unique pedagogical and content needs of secondary science teachers. Yet most secondary science teachers have little access to general induction programs, and even less opportunity to participate in specialized science induction programs. This study examined the impact of a science-focused induction program on the practices and beliefs of first-year secondary science teachers from different teacher preparation programs. Eight teachers from four different teacher preparation programs participated in this study. All of the teachers were monitored throughout the academic year in order to understand their teaching beliefs, instructional practices, and induction program experiences. The analysis of data revealed that four of the beginning teachers implemented at least one "science as inquiry" lesson. All four of these teachers also maintained their incoming student-centered teaching beliefs or shifted towards more student-centered beliefs throughout the year. Teachers from the M.Ed. (science emphasis) program implemented more frequent and less mechanistic inquiry lessons than teachers from other preparation programs. The other four teachers had more traditional practices but their beliefs were maintained throughout the year with little or no regression towards more teacher-centered beliefs. The analysis of data also revealed that all of the first-year secondary science teachers received support from the science-focused induction program, with teachers from the M.Ed. (science emphasis) program receiving more philosophical support, and the other teachers receiving more instructional support. This study reinforces the importance of induction programs for all teachers, in the presence of support from a science-focused induction program, reform-based practices, such as "science as inquiry," are more likely to occur. Induction programs, however, must be configured to provide different types of support to meet the needs of teachers from different teacher preparation programs and backgrounds.

The purpose of this study was to determine if first graders could learn how to write while writing to learn. An inquiry cycle was developed to guide the students as they learn content area material. Writing to learn activities were selected that promote, or facilitate, the thinking process of the inquiry cycle. The writing to learn activities are: freewriting, brainstorming, questioning, graphic organizers, review writing, and elaboration writing. Twenty-five first graders learned about our solar system and plans by engaging in these writing to learn activities. Finding. The writing to learn activities provided the students with opportunities to go through the steps in the writing process of composition, as well as provide opportunities to go through the steps in the inquiry cycle to learn new information about the topic. In addition to writing and concept development, the writing to learn activities encouraged collaborative learning and reflective teaching practices.