Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4581. / Thesis (Ph.D.)--The Florida State University, 1970.

Source: Dissertation Abstracts International, Volume: 32-11, Section: A, page: 6239. / Thesis (Ph.D.)--The Florida State University, 1971.

Source: Dissertation Abstracts International, Volume: 30-12, Section: A, page: 5309. / Thesis (Educat.D.)--The Florida State University, 1969.

Source: Dissertation Abstracts International, Volume: 31-01, Section: A, page: 0248. / Thesis (Ph.D.)--The Florida State University, 1969.

Examining beginning biology teachers' knowledge, beliefs, and practice for teaching natural selection

Thesis (Ph. D.)--University OF MICHIGAN.

<p> The abstract is not available from PDF copy and paste.</p>

This mixed methods research study describes the implementation of Applied Science and Technology (AST) - a recently-implemented Secondary 3 and 4 program in Quebec. AST is part of the Math, Science and Technology Domain of the Quebec Education Program (QEP), a comprehensive reform of the K-11 Quebec curriculum. It is very different from the science programs of the past. AST teaches science by emphasizing the applications of science and technology in the real world of the students. The program uses the pedagogy of constructivism and integrates engineering technology into the science content.This study examines the extent to which teachers follow the AST curriculum and use a constructivist/inquiry-based pedagogy. It also described the students' engagement with the program and their motivation and interest in learning science. Quantitative data were collected from online surveys of AST teachers and students as well as school board enrolment figures. Qualitative data came from extensive visits to AST classrooms in action and interviews with teachers, principals and science consultants. The data were triangulated to arrive at a comprehensive description of the implementation of AST. The study examines the teachers' epistemology with relation to the AST curriculum. It found that many teachers, with support from consultants and new science teaching resources, are successfully incorporating applications of science and engineering technology as prescribed by AST. They are using some constructivist pedagogical practices – accessing prior knowledge, providing an active learning environment and contextualizing the content within the students' reality. Some teachers, on the other hand, are finding it quite challenging to fully incorporate the technology aspect of the curriculum and the constructivist nature of the pedagogy. Students show strong motivation to learn science and express satisfaction with their experiences in AST when the AST activities are hands-on, have personal meaning and give them a measure of autonomy and challenge. / Cette étude de méthodes mixtes décrit la mise en œuvre du programme d'applications technologiques et scientifiques (ATS) qui a été récemment mis en œuvre au Québec en Secondaire 3 et 4. ATS fait partie du domaine de la mathématique, de la science et de la technologie du Programme de formation de l'école québécoise, une réforme globale au Québec. Il est très différent des programmes scientifiques du passé. ATS enseigne la science en mettant l'accent sur les applications de la science et de la technologie dans le monde réel des élèves. Le programme utilise la pédagogie du constructivisme et intègre la technologie d'ingénierie dans le contenu scientifique. L'étude a examiné l'épistémologie des enseignants par rapport au programme ATS. Elle a aussi examiné la mesure dans laquelle les enseignants et enseignantes suivaient le programme de l'ATS et utilisaient la pédagogie du constructivisme. Il a également décrit l'engagement des étudiants avec le programme et leur motivation et leur intérêt pour l'apprentissage des sciences. Les données quantitatives ont été recueillies à partir des sondages en ligne des enseignants et des étudiants de l'ATS ainsi que des chiffres d'inscription des commissions scolaires. Les données qualitatives proviennent de plusieurs visites dans les classes d'ATS en action et des entrevues avec des enseignants et enseignantes, des directeurs et directrices d'école et des conseillers et conseillères pédagogiques. Les données ont été triangulées pour arriver à une description exhaustive de la mise en œuvre de l'ATS. L'étude a révélé que les enseignants, avec l'appui des conseillers pédagogiques et de nouvelles ressources d'enseignement des sciences, incorporent avec succès les applications de la technologie et de l'ingénierie tel que prescrit par l'ATS. Ils utilisent certaines pratiques pédagogiques constructivistes - accéder à la connaissance préalable, fournir un environnement d'apprentissage actif et mettre en contexte le contenu dans la réalité des élèves. Certains enseignants et enseignantes, d'autre part, trouvent qu'il est très difficile d'intégrer pleinement l'aspect technologique du programme et la nature constructiviste de la pédagogie. Les élèves montrent une forte motivation pour apprendre la science et se disent satisfaits de leur expérience dans l'ATS lorsque les activités sont pratiques, ont une signification personnelle et leur donnent un certain niveau d'autonomie et défi.

<p> This research project examined how people utilized the Dolphin Observation Citizen Science Kit at the Crystal Cove Beach Cottages. This study explored whether this citizen science program successfully engaged people in a recreational setting that is not normally associated with science learning opportunities. </p><p> Most research on citizen science programs has focused on projects that attract people who already have an interest in science. This study took place in a location that attracts people who may have weak science identities, which made it possible to learn more about how this audience engages in citizen science programs.</p><p> The data showed that people in this setting participated in this citizen science program. People with weak and strong science identities used the kit. This indicates that this type of recreational setting could be further explored as a place to engage people with weak science identities in science education activities.</p>

<p> This study sought to determine what types of connections to prior experiences and knowledge were being made at two different styles of exhibits focusing on sea jellies.</p><p> Family groups, consisting of one or two adults with one or two children aged 6-11, were audio recorded and tracked as they visited a view-only or touch pool sea jelly exhibit. A short interview was given after their visit to the sea jelly exhibit. The discourse from the exhibit and survey were coded for types of learning talk. Coding was also done to determine the inspiration for the connection and the subject of the connection (structural or behavioral). </p><p> Visitors made connections regardless of the seajelly.exhibit design and results showed no differences in the type or frequency of the connections made. However, visitors were more likely to make connections on the subject of the sea jelly structure at the view only exhibit. Many of the connections, regardless of subject or inspiration, were metaphoric connections, demonstrating the importance of metaphors for making prior experience connections. Findings provide useful information for future aquarium practice.</p>