Thesis (M.Ed.)--University of Hong Kong, 1981. / Includes bibliographical references (leaf 134-135). Also available in print.

<p> Science education has undergone multiple reforms over the years, yet each reform continues to produce little change in student success. The latest reform of the standards&mdash;Next Generation Science Standards (NGSS)&mdash;look to change that trend by focusing on what students can do, rather than just what they know. Modeling Instruction (MI) is one research-based pedagogy that is in alignment with the NGSS concepts of student-led classroom instruction. This proven strategy has been used across the U.S., but often in isolation, rather than as the routine classroom instruction throughout a school&rsquo;s science department. </p><p> Changes in new teaching methods, such as those needed to implement MI or NGSS, are not easy for schools to make. They require entire organizations to shift their beliefs in how education appears, with students actively working and presenting content, while the teacher walks to the students, facilitating and asking questions. Leadership within the school can help this transition take place, by providing structures and processes that support others attempting to make changes in their practice. Effective leaders not only provide a plan, but they also create a supportive climate in which goals can be achieved. </p><p> This qualitative case study looked at the leadership of schools that have implemented MI across the science curriculum, which includes Biology, Chemistry, and Physics. Characteristics of the leaders, such as leadership style and structures, provided information on how to make a successful change in instruction. Data was collected via interviews with school leaders and school faculty, and observations taken at the school. This data was then coded to identify common themes and trends. </p><p> Results of this research showed that leadership played an important role in the implementation of MI in secondary science classrooms. Key attributes were provided by school leadership to help with the implementation. Professional development provided the staff with the tools needed to learn the techniques of the new methods. Time for collaboration was also given, which allowed the staff to help each other with any problems that had arisen along the way. Finally, support was given by the leadership when teaching staff had problems with their implementation. These characteristics allowed for the change from traditional instruction to MI at two high schools, while minimizing problems and creating an atmosphere, which inspired creativity. </p><p>

<p> <i>Objective:</i> This study explored views of outstanding leadership among the science, technology, engineering, and mathematics (STEM) professionals working in the United States within the business and industry sector. U.S. STEM occupations are projected to experience 11.1% growth between 2016 and 2026, higher than the projected 7.4% growth for all occupations (U.S. Department of Labor, Bureau of Labor Statistics, 2017a). The U.S. has undertaken aggressive STEM educational reform and recruiting, to ensure the nation&rsquo;s continued prosperity and national security (National Science Board, 2018b; U.S. Department of Education, 2018). A shift in U.S. STEM demographics will present challenges for business leaders, human resources (HR) practitioners, and educators who prepare leaders for the increasingly cross-cultural workplace. <i> Method:</i> This correlational study applied the GLOBE leadership scales to explore study participants&rsquo; views according to gender, age, national origin group, number of years worked in the U.S, and workforce category. <i> Results:</i> The five leader attributes rated as most contributing to outstanding leadership were: (a) trustworthy, (b) clear, (c) sincere, (d) inspirational, and (e) diplomatic. There were 64 statistically significant correlations of low strength and 1 of moderate strength.</p><p>

<p> The workforce gap remains for women and underrepresented minorities in science technology, engineering, and mathematics careers. There are several program initiatives to help address this gap especially long-term STEM enrichment programs. There is a vast amount of literature on STEM enrichment programs, but limited information on the long-term impacts. The purpose of this qualitative, phenomenological study was to understand the experiences of young women and URMS who participated in long-term STEM enrichment programs and the impact those programs had on their STEM path. The 11 adult female participants were at various stages of their STEM journey from entering college to STEM careers. The phenomenological approach was used to gain a rich contextual understanding of their lived experiences. This study was framed through Bronfenbrenner&rsquo;s (2005) bioecological model by identifying the macro- and microsystems of the participants&rsquo; experiences and then exploring the impact of those systems. Through the qualitative analysis 10 themes emerged that represent the participants&rsquo; experiences: (1) STEM enrichment programs and staff created a place where participants felt welcomed and valued; (2) STEM enrichment programs challenged and supported participants to move outside their comfort zones; (3) STEM enrichment programs provided opportunities for both cognitive and non-cognitive skills development; (4) Family involvement of STEM enrichment programs ranged from low to high engagement (5) Participants experienced non-supportive educators along their journey while STEM enrichment programs countered those experiences; (6) Participants reflected that K-12 early exposure to STEM is critical for a STEM career path; (7) STEM enrichment program involvement provided both short-term and long-term benefits; (8) STEM enrichment programs&rsquo; role models and mentors were seen as heroes and provided inspiration, which created a pipeline of giving back; (9) Participants did not seek out STEM programs but pursued STEM involvement because of external encouragement; (10) Issues related to gender and race still prevalent, but STEM enrichment programs provided support and confidence for participants in non-diverse settings. Implications, recommendations, and suggestions for future research are also presented.</p><p>

<p>Chemistry students have historically struggled with conceptually understanding organic acidity and oxidation-reduction. Previously dominant approaches towards remediating students? misconceptions has been challenged by Explanatory Coexistence, which eludes to a competition between conceptions held within individuals. Conceptual reprioritization may be associated with the restructuring of conceptual dominance hierarchies, which may occur once a conceptual competition concludes. Investigation of conceptual reprioritizations of general chemistry students? conceptions of organic acidity and oxidation-reduction performed across multiple demographics using Rasch analysis, student interviews and argumentation quality assessment. Student samples belonged to two different general chemistry courses that used different curricula. One used a reform-based curriculum, that compared to the traditional curriculum, focused on discussion and argumentation. Student conceptions were captured, and tracked via repeated measures, using the ACIDI and ROXCI concept inventories. Results indicated both inventories were capable of detecting conceptual reprioritizations after instruction from both curricula. Student achievement was consistent across multiple demographic characteristics. Evidence of argumentation quality and its association with conceptual reprioritizations of organic acidity and dominant, scientifically accepted redox conceptions was collected. Individual interviews suggested conceptual reprioritizations may be attributed to their respective curricula, while also adding insight into thought processes that arose while taking both inventories. Suggestions for future work is also discussed, highlighting the development of community standards, ACIDI and ROXCI responses databases to assess general student representation, and modification of both inventories.

<p> The Mariana crow (<i>Corvus kubaryi</i>), locally and henceforth in this document called Aga, is a critically endangered species endemic to two Northern Mariana Islands. Aga are extirpated (locally extinct) on Guam but still persist on Rota. Multiple studies calculate a 93%&ndash;95% population decline over thirty years, with a recent estimate of 170 Aga on Rota. The primary reason for the decline on Rota is unknown, though predation by introduced mammals, habitat loss, and harassment are likely. The majority of research concerning Aga is in the biological sciences. The only social science survey conducted on Rota regarding Aga revealed that the majority of adult residents condone harassing Aga; yet, knowledge amongst Rota's inhabitants about bird ecology in general remains low, and youth residents were not surveyed. My study developed and implemented an avian-focused environmental education curriculum intended to increase ecological literacy, and evaluated the curriculum using social science research methods. My curriculum was based in storytelling, kinetic activities, and place-based education. I collaborated with local teachers to align the 5-lesson curriculum to science standards. Pre- and post-surveys were conducted with 18 control and 18 treatment students to gauge knowledge and attitudes in elementary students on Rota. Formative evaluations were also used to understand the preferred learning styles of students. Overall, students displayed some improvement in their avian ecological knowledge and positive attitudes towards Aga, and the treatment group improved in bird identification. Students in the treatment group increased their Aga identification by 38.8%. Notable for the treatment group, 23.5% of students thought it was okay to chase Aga in the pre-survey, yet 0% thought it was okay to in the post-survey. To save Aga from extinction, long-term environmental education initiatives are needed to raise ecological literacy, increase appreciation of these birds, and empower citizen science efforts on Rota.</p><p>

<p> <b>Purpose:</b> The purpose of this mixed methods study was to examine the engagement of Hispanic Advanced Placement science learners in California's Central Valley as perceived by high school teachers. </p><p> <b>Methodology:</b> The mixed method study surveyed 20 Advanced Placement science teachers from the region of interest. Likert surveys were used to determine: 1) their perceptions of the engagement of Hispanic students by the AP Program, and 2) barriers presented by the AP Program. Quantitative results indicated teacher support for the AP Program and few barriers as currently administered. A focus group of 12 teachers recruited from the 20 surveyed provided qualitative data which gave depth to the study and suggested changes in program practices to inform future teaching. </p><p> <b>Findings:</b> Participants perceived that the AP Program promotes engagement and learning in high school science classrooms and does not present significant barriers to Hispanic science students' access to the curriculum, learning or course completion. Some changes in practice to improve the AP Program were suggested. </p><p> <b>Conclusions:</b> Current AP Program practice meets the needs of Hispanic science learners in the region studied but would benefit from increased science offerings and recruitment in elementary school. Participants indicated that AP Program could be improved if there are more students participating in the Advancement Via Individual Determination Program in both middle and high school thereby equipping them with the skills to be successful. Targeted support for Hispanic learners at the high school level, particularly those who struggle with the vocabulary demands of AP science was suggested. </p><p> <b>Recommendations:</b> A number of studies were suggested that may build on this research project. Among them, surveying Hispanic AP teachers, studying the differences in the level of rigor practiced by AP teachers, and differences between data obtained from the focus group as compared with data from the surveys only. Participants indicated the role of parents on many levels. This may indicate the opportunity to study parent and other family member role models as pertains to college attainment. Differences in AP offerings would be another area for study.</p><p>

<p> While inclusion of students with disabilities has been a topic of debate for decades, uncertainty still exists concerning best practices for their participation in general education contexts (Carter et al., 2016). This study was designed to investigate teachers&rsquo; experiences and perceptions with inclusion in general education science classrooms. While students with disabilities are generally included in general education science classrooms today, statistics show students with disabilities are graduating from high school unprepared to major in science-related fields or to enter the workforce in science-related careers (Brusca-Vega, Alexander, &amp; Kamin, 2014). Therefore, the content area of science was targeted for the purposes of this study. Five similar school districts in southwest Missouri were selected for this study. Middle school science and special education teachers were interviewed to obtain perceptions concerning inclusion of students with disabilities in general education science classrooms. Information gathered was compared with the literature reviewed to identify themes, ensure validity, and ascertain conclusions. After analyzing the data, it was revealed all students benefit both academically and socially when effective inclusive practices are incorporated in general education science classrooms. These benefits are dependent upon teachers&rsquo; self-efficacy and attitudes and collaboration between and among special education and general education teachers. Paraprofessional support for students with disabilities can contribute to successful inclusion in general education science classrooms.</p><p>

<p> Systems thinking allows learners to look at the world as a series of interconnected parts of a whole. A debate exists in early childhood research literature about whether or not children have the capacity to hold systems thinking conceptions due to the complex thought processing needed for systems thinking. Additionally, many researchers question whether children have enough life experience or cognitive schema to participate fully in systems thinking. However, this study&rsquo;s findings indicate that young children do show signs of more complex understanding in systems thinking than what previous literature suggests a young child has the ability to do. This three part research study was conducted in a universal pre-kindergarten (UPK) classroom in a first-ring suburb of a rust-belt city in the Northeastern United States. The study was grounded in a desire to uncover young children&rsquo;s understanding of systems thinking through everyday classroom activities. Twenty students participated in this qualitative study which utilized read-aloud, water play and the interpretation and creation of graphs through associated structured and semi-structured interviews. Data from student&rsquo;s observations and interviews was transcribed, segmented, coded and analyzed. This student-centered process approach (Gotwals &amp; Alonzo, 2012) allowed for children&rsquo;s ideas to emerge naturally during the research tasks. Data was analyzed according to a three step analysis process using a real-world lens, a systems thinking skills lens, and the development of lower anchors for future learning progressions lens. Across a group of 20 preschool children there was an overarching theme that the ability to think in systems and utilize simple systems thinking tools, such as stock-flow maps, feedback loops and behavior over time graphs, was present. Since children are ready to reason using rudimentary systems thinking, then systems thinking opportunities should be incorporated into their informal and formal learning settings. The knowledge that children have the ability to comprehend basic systems thinking concepts is important to early childhood educators, curriculum developers, teacher preparation programs, professional developers, and standards &amp; policy makers.</p><p>

<p> This study examined how adult guests to the California Science Center engage with a specific conservation education topic: sustainable seafood. Sustainable seafood is a common education message delivered in informal science institutions. This study also investigated whether engaging in an activity about sustainable seafood while simultaneously viewing live fish species would have a greater impact on guests than participating in the same activity while viewing a laboratory space. </p><p> The data showed that guests who participated in a hands-on activity about sustainable seafood knew more about conservation-related topics and were more likely to adopt behaviors conducive to sustainable seafood consumption than guests who participated in a different hands-on activity. The data also showed that the settings in which guests participate in this Sustainable Seafood activity do not influence their knowledge or behavior. This indicates that this Sustainable Seafood activity is effective in educating adult guests, regardless of the setting.</p><p>