The goal of this study is to analyze the teaching and learning process in a newly developed biology course for prospective K-5 teachers. The development of this course is part of a grant from the National Science Foundation received in 1991 at the Florida State University with the goal to restructuring science and science education courses for prospective teachers. / Administration of a Classroom Learning Environment Survey (CLES) provides an entrance to the experienced, and preferred learning environments from the students' point of view. Using interpretive research, the investigation follows two students enrolled in the biology course. Dimensions developed in the CLES (like students' involvement in their learning, their autonomy, relevance of the subject matter, and students' commitment) are followed through the study using narrative stories of the two students. The narrative description of the fit or lack thereof between their experienced and preferred learning environment provides critical insights for science education reformers. / The theoretical framework underlying this study is provided by constructivism, and critical theory. Constructivism has two main components: the first affirms that knowledge is built actively by cognising beings in social settings; the other stresses the adaptive function of learning as the individual is the one accountable for his/her personal constructions. Critical theory stresses the notion of the empowered individuals as agents for societal change. / Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 0524. / Major Professor: Kenneth G. Tobin. / Thesis (Ph.D.)--The Florida State University, 1994.

This study of prospective science teachers learning of science and science teaching during their university studies set out to investigate what experiences influenced the prospective teachers to understand science and science teaching the way they did, and what experiences promoted or undermined the current goals of science education reform. The research questions focused on the beliefs that prospective science teachers share and the experiences that facilitated those beliefs. / This interpretive study of one group of prospective science teachers during one year of university science education instruction was undertaken to understand the "meaning-perspectives" of the participants as the experiences were related to science teaching and the nature of science. The primary data sources were field notes, formal and informal interviews, informal discussions (recorded as field notes), and data produced by the participants (i.e., journals, class assignments). The study, in large part, involved active participation on my part. I had multiple roles in the study, including researcher, university instructor, high school teacher, university supervisor, doctoral student, and friend. / Beliefs were interpreted using the idea of cultural myths. A myth of objectivism was a primary referent for the prospective teachers' sense making. The prospective teachers believed knowledge existed independently of thinking beings and matched an objective reality. The myth was supported by the university undergraduate science culture and science coursework. Only by reflecting on teaching experiences from a constructivist epistemology were prospective teachers able to value the goals of current science education reform. / Source: Dissertation Abstracts International, Volume: 52-10, Section: A, page: 3583. / Major Professor: Kenneth Tobin. / Thesis (Ph.D.)--The Florida State University, 1991.

Thesis (Ph.D.)--Indiana University, School of Education, 2007. / Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0487. Adviser: Valarie L. Akerson.

The design of zoo and aquarium exhibits has a strong influence on visitor behavior in exhibit enclosures. Furthermore, zoo exhibits with underwater viewing draw large crowds. The intent of this study was to formulate significant design criteria, through post-occupancy evaluation, to be used for the design of successful underwater exhibits in zoos. This study was conducted to reveal factors significantly influencing viewing time and visitor behavior in zoo exhibits with underwater viewing. At four zoo facilities, 331 visitor groups were observed and asked to participate in a short survey at six zoo exhibits. Chi-square analysis and analysis of variance (ANOVA) were used to evaluate observation and survey results. The size of the underwater viewing window, animal size, animal aquatic activity, presence of infant animals, visitor group type and crowding levels had a significant impact on visitor behavior. Recommendations for the future design of underwater zoo exhibits are discussed.

This dissertation describes the development and pilot-testing of a new science curriculum called THE MANDUCA PROJECT for Middle School. The curriculum was developed in accordance with The National Science Education Standards through the cooperative efforts of a diverse group of people; three middle school science teachers, two undergraduate biochemistry majors, a multi-cultural curriculum specialist, and an entomologist with a minor in Teaching and Teacher Education. This group worked during a four week summer workshop, producing the framework for an inquiry-driven science curriculum built around investigations of Manduca sexta, or the tobacco hornworm. In the school year following the development of THE MANDUCA PROJECT for Middle School, the curriculum was pilot-tested in seven sixth grade classroom at two different middle schools. The study objectives were three-fold; first, to determine if the curriculum had any effect of students' science attitude, second, to determine if the curriculum had any effect on students' science process skills acquisition, and third to determine if the curriculum had any effect on students' science process skills acquisition. Results of the study indicated no measurable post-treatment effect on science attitude, a small post-treatment improvement in science concept acquisition, and dramatic post-treatment improvements in science concept acquisition.

<p>Achievement data from the 3<i>rd</i> International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students&rsquo; use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students&rsquo; perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students&rsquo; experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school. </p>

<p> Within successful <i>Inclusive Science, Technology, Engineering, and Mathematics (STEM)-focused High Schools</i> (ISHSs), it is not only the students who are learning. Teachers, with diverse backgrounds, training, and experience, share and develop their knowledge through rich, embedded professional development to continuously shape their craft, improve their teaching, and support student success. This study of four exemplars of ISHSs (identified by experts in STEM education as highly successful in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the relationships among the characteristics of STEM teachers, their professional development, and the school cultures that allow teachers to develop professionally and serve the needs of students. By providing a framework for the development of teaching staffs in ISHSs and contributing to the better understanding of STEM teaching in any school, this study offers valuable insight, implications, and information for states and school districts as they begin planning improvements to STEM education programs. A thorough examination of an existing data set that included site visits to four ISHSs along with pre- and post-visit data, provided the resource for this multiple case study with cross-case analysis of the teachers and their teacher professional development experiences. </p><p> Administrators in these ISHSs had the autonomy to hire teachers with strong content backgrounds, philosophical alignment with the school missions, and a willingness to work collaboratively toward achieving the schools' goals. Ongoing teacher professional development began before school started and continued throughout the school day and year through intense and sustained, formal and informal, active learning experiences. Flexible professional development systems varied, but aligned with targeted school reforms and teacher and student needs. Importantly, collaborative teacher learning occurred within a school-wide culture of collaboration. Teachers were guided in establishing open lines of communication that supported regular engagement with others and the free flow of ideas, practices, and concerns. As a result of this collaboration, in conjunction with intentional pathways to teacher leadership, teacher professionalization was deliberately and successfully fostered creating an environment of shared mission and mutual trust, and a shared sense of responsibility for school-wide decision-making and school outcomes.</p>

<p> Resource consumption continues to increase as the population grows. In order to secure a sustainable future, society must educate the next generation to become "sustainability natives." Schools play a pivotal role in educating a sustainability-literate society. However, a disconnect exists between the hidden curriculum of the built environment and the enacted curriculum. This study employs a transformative participatory professional development model to instruct teachers on how to use their school grounds as teaching tools for the purpose of helping students make explicit choices in energy consumption, materials use, and sustainable living. </p><p> Incorporating a phenomenological perspective, this study considers the lived experience of two sustainability coordinators. Grounded theory provides an interpretational context for the participants' interactions with each other and the professional development process. Through a year long professional development experience - commencing with an intense, participatory two-day workshop -the participants discussed challenges they faced with integrating facilities into school curriculum and institutionalizing a culture of sustainability. </p><p> Two major needs were identified in this study. For successful sustainability initiatives, a hybrid model that melds top-down and bottom-up approaches offers the requisite mix of administrative support, ground level buy-in, and excitement vis-&agrave;-vis sustainability. Second, related to this hybrid approach, K-12 sustainability coordinators ideally need administrative capabilities with access to decision making, while remaining connected to students in a meaningful way, either directly in the classroom, as a mentor, or through work with student groups and projects.</p>

<p> The purpose of this study is to examine how educators are working to foster sustainability through cultivating nature awareness in young children. Data were collected in the form of qualitative semi-structured interviews, which were analyzed using descriptive and deductive coding methods. Findings were viewed through the lens of critical pedagogy and the methods and models of teaching for nature awareness, which included ecological literacy, place based education, and education for sustainable development. There were five major themes and findings that emerged from the interviews with the participants in this study: terms and definitions used, personal stories, strategies for teaching nature awareness and sustainability, barriers, and current issues. This study may benefit those wishing to begin or continue to foster sustainability through teaching nature awareness. The literature review presented in the study aims to address the gap between the practice and pedagogy in teaching for nature awareness and sustainability.</p><p> <i>Keywords:</i> teaching, nature awareness, sustainability, educators, young children, elementary, preschool, school, natural world, ecological literacy, place-based education, education for sustainable development, critical pedagogy</p>

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2009. / Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4630. Adviser: Valarie L. Akerson.