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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 11 to 19 of 19 (0.042 seconds)Spelling suggestions: "subject:"informal cience"" "subject:"informal cscience""
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Trying to Change the Science Conversation in Schools: A Case Study of Teacher Preparation at the American Museum of Natural HistoryOlivo, Marisa January 2022 (has links)
Thesis advisor: Marilyn Cochran-Smith / This dissertation focuses on how the MAT program in Earth Science at the American Museum of Natural History (AMNH MAT), a one-of-a-kind, museum-based urban teacher residency, conceptualized and enacted the project of learning to teach science for urban school contexts. The AMNH MAT is situated within the two nested contexts. The first context is its emergence as one of a number of new, state-approved graduate schools of education that offer teacher preparation, endorse teachers for certification, and grant master’s degrees but are not part of or connected to universities. The larger study of which this case study is part termed this phenomenon “new graduate schools of education,” or nGSEs. The second context is the program’s mission of preparing teachers for urban schools, a goal that is shared by other teacher preparation programs within the domain of nGSEs. This descriptive, interpretive case study analysis poses two major questions: How and to what extent does the American Museum of Natural History infuse its long-standing beliefs about science learning and public service into a teacher preparation program? How and to what extent does the museum conceptualize and enact science teacher preparation for the specific context of urban high needs public secondary schools? Analysis of multiple data sources revealed that theAMNH’s mission of disseminating science knowledge in service of a more science-literate public was instantiated in a teacher preparation program that centralized and continually reinforced a vision of preparing science teachers but had a less central and more limited approach to preparing urban teachers. This case study analysis of an innovative teacher preparation program in one of our nation’s largest cities has important implications for urban science teacher education research and practice. First, the AMNH MAT’s model of science teacher preparation offered two key features that are useful for the field. The first feature was its coherence around the developmentof a science teacher identity that included deep science content knowledge and a commitment to bringing informal science teaching and learning practices into schools. The second model feature was the MAT program’s required four-residency structure, which essentially reinvented the “field” in teacher preparation fieldwork. At the same time, the project of learning to teach at the AMNH MAT, like that of many other urban teacher preparation programs, revealed the difficulties and dilemmas involved in preparing teachers for urban contexts, particularly the responsibility of developing a new generation of antiracist educators. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.
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Undergraduate Students Teaching Chemistry in Informal Environments: Investigating Chemistry Outreach Practices and Conceptual UnderstandingPratt, Justin M. 19 November 2018 (has links)
No description available.
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Integrating Game-Design Knowledge and Education Theory to Communicate Biology ContentBeatman, Thomas Robert 29 August 2019 (has links)
No description available.
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| 14 |
Teaching beyond the walls: A mixed method study of prospective elementary teacher's belief systems about science instructionAsim, Sumreen 05 1900 (has links)
This mixed method study investigated K-6 teacher candidates' beliefs about informal science instruction prior to and after their experiences in a 15-week science methods course and in comparison to a non-intervention group. The study is predicated by the literature that supports the extent to which teachers' beliefs influence their instructional practices. The intervention integrated the six strands of learning science in informal science education (NRC, 2009) and exposed candidates to out-of-school-time environments (NRC, 2010). Participants included 17 candidates in the intervention and 75 in the comparison group. All were undergraduate K-6 teacher candidates at one university enrolled in different sections of a required science methods course. All the participants completed the Beliefs about Science Teaching (BAT) survey. Reflective journals, drawings, interviews, and microteaching protocols were collected from participants in the intervention. There was no statistically significant difference in pre or post BAT scores of the two groups; However, there was a statistically significant interaction effect for the intervention group over time. Analysis of the qualitative data revealed that the intervention candidates displayed awareness of each of the six strands of learning science in informal environments and commitment to out-of-school-time learning of science. This study supports current reform efforts favoring integration of informal science instructional strategies in science methods courses of elementary teacher education programs.
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Exploring the Effects of Communication Framed by Environmental Concern in Informal Science Education ContextsYocco, Victor Samuel 01 November 2010 (has links)
No description available.
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Les postures des animateurs et des animatrices scientifiques quant au dialogue "sciences en/et société"Gorry, Anne 04 1900 (has links)
Cette recherche a eu pour objectif d’explorer les postures d’animateurs et
d’animatrices scientifiques quant au dialogue « sciences en/et société » et les moyens qu’ils utilisent pour assurer ce dialogue à travers leurs interventions pédagogiques dans le cadre d’ateliers scientifiques hors scolaires. Six animateurs scientifiques ont été interviewés. Ces entretiens ont permis de recueillir des données riches sur leur compréhension de la nature des sciences, leurs postures pédagogiques en tant que transmetteur, guide ou médiateur du développement de l’alphabétisation scientifique chez les jeunes dans les espaces hors scolaires, ainsi que sur la manière dont ils perçoivent le rôle de leurs interventions pédagogiques dans le cadre du développement de l’alphabétisation scientifique chez les jeunes et de la compréhension qu’ils ont des sciences comme outil d’action sociopolitique, tel qu’entendu dans le dialogue « sciences en/et société ».
Les postures épistémologiques, pédagogiques et sociales identifiées sont d’une
grande diversité et révèlent des tendances qui s’inscrivent dans des spectres allant de
l’empirisme au constructivisme, du divertissement à l’empowerment et de la valorisation
de la place des sciences en société à la critique de sa primauté. Plusieurs animateurs
scientifiques de notre échantillon ont ainsi eu des postures hybrides et parfois
conflictuelles, ce qui met en évidence la valeur potentielle d’interventions éducatives qui
donnent aux animateurs scientifiques l’occasion de questionner et de réexaminer de
manière critique leurs pratiques. / The purpose of this study was to explore informal science educators’ position on
the “science in/and society” dialogue and the means whereby they ensure that dialogue
through their pedagogical interventions in out-of-school settings. Six informal science
educators were interviewed, leading to rich data in terms of their understanding of the
nature of science, their pedagogical positions as transmitters, constructors and mediators
of children’s development of science literacy in out-of-school settings, and the manner
they perceive the role of their pedagogical interventions in children’s science literacy
development and understanding of science as a tool for socio-political action, as called
for by a science in/and society dialogue.
The epistemic, pedagogical and social positions identified range from empiricism
to constructivism, from entertainment to empowerment, and from recognition of the
value of science in society to a critique of its pre-eminence, suggesting great diversity
among the educators studied. Many of the sampled educators held hybrid and at times
conflicting positions, suggesting the potential value of educational interventions that
offer a means for informal science educators to question and critically re-examine their
current practices.
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| 17 |
Les postures des animateurs et des animatrices scientifiques quant au dialogue "sciences en/et société"Gorry, Anne 04 1900 (has links)
Cette recherche a eu pour objectif d’explorer les postures d’animateurs et
d’animatrices scientifiques quant au dialogue « sciences en/et société » et les moyens qu’ils utilisent pour assurer ce dialogue à travers leurs interventions pédagogiques dans le cadre d’ateliers scientifiques hors scolaires. Six animateurs scientifiques ont été interviewés. Ces entretiens ont permis de recueillir des données riches sur leur compréhension de la nature des sciences, leurs postures pédagogiques en tant que transmetteur, guide ou médiateur du développement de l’alphabétisation scientifique chez les jeunes dans les espaces hors scolaires, ainsi que sur la manière dont ils perçoivent le rôle de leurs interventions pédagogiques dans le cadre du développement de l’alphabétisation scientifique chez les jeunes et de la compréhension qu’ils ont des sciences comme outil d’action sociopolitique, tel qu’entendu dans le dialogue « sciences en/et société ».
Les postures épistémologiques, pédagogiques et sociales identifiées sont d’une
grande diversité et révèlent des tendances qui s’inscrivent dans des spectres allant de
l’empirisme au constructivisme, du divertissement à l’empowerment et de la valorisation
de la place des sciences en société à la critique de sa primauté. Plusieurs animateurs
scientifiques de notre échantillon ont ainsi eu des postures hybrides et parfois
conflictuelles, ce qui met en évidence la valeur potentielle d’interventions éducatives qui
donnent aux animateurs scientifiques l’occasion de questionner et de réexaminer de
manière critique leurs pratiques. / The purpose of this study was to explore informal science educators’ position on
the “science in/and society” dialogue and the means whereby they ensure that dialogue
through their pedagogical interventions in out-of-school settings. Six informal science
educators were interviewed, leading to rich data in terms of their understanding of the
nature of science, their pedagogical positions as transmitters, constructors and mediators
of children’s development of science literacy in out-of-school settings, and the manner
they perceive the role of their pedagogical interventions in children’s science literacy
development and understanding of science as a tool for socio-political action, as called
for by a science in/and society dialogue.
The epistemic, pedagogical and social positions identified range from empiricism
to constructivism, from entertainment to empowerment, and from recognition of the
value of science in society to a critique of its pre-eminence, suggesting great diversity
among the educators studied. Many of the sampled educators held hybrid and at times
conflicting positions, suggesting the potential value of educational interventions that
offer a means for informal science educators to question and critically re-examine their
current practices.
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| 18 |
It is an Experience, Not a Lesson: The Nature of High School Students' Experiences at a Biological Field StationBehrendt, Marc E. 09 June 2014 (has links)
No description available.
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| 19 |
Communicating science : developing an exhibit with scientists and educatorsLemagie, Emily 28 October 2011 (has links)
Outreach is a small, but significant component to modern research.
Developing an exhibit for public display can be an effective way to communicate science to broad audiences, although it may be a less familiar method to scientists than writing papers or giving presentations. I outline the process of developing an interactive exhibit for outreach, and evaluate and discuss the effectiveness of a computer exhibit designed to communicate estuary currents and scientific modeling using Olympia Oyster restoration in the Yaquina Bay estuary as a theme. I summarize the results of this project in three primary recommendations: 1) exhibit developers should be deliberate in the decision to use a computer and only select this media if it is determined to be the best for communicating exhibit learning outcomes, 2) the design of visualizations to convey research results should be carefully modified from their scientific forms to best meet the exhibit learning outcomes and expectations of the exhibit audience, and 3) scientists should play an integral role in the development of scientific content-based exhibits, but their expertise, and the range of expertise from other members of the exhibit development team, should be strategically utilized. / Graduation date: 2012
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