Thesis (Ph. D.)--University of South Florida, 1995. / "UMI number: 9528014." Includes bibliographical references (leaves 101-114).

Thesis (Ph. D.)--New York University, 1993. / Includes bibliographical references (leaves 161-170).

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Robert L. Hampel, School of Education. Includes bibliographical references.

Thesis (Ed. D.)--University of Southern California, 1996. / Includes bibliographical references (leaves 71-75).

Thesis (Ph. D.)--Purdue University, 1976. / Typescript. Includes bibliographical references (leaves 100-103).

Thesis (Ph. D.)--University of Pittsburgh, 1980. / Typescript. Includes bibliographical references (leaves 149-152).

Thesis (Ph. D.)--University of Wisconsin--Madison, 2006. / Includes bibliographical references (p. 211-218). Also available electronically via ProQuest Digital Dissertations.

Orientador: Danilo Rothberg / Banca: Ana Maria de Andrade Caldeira / Banca: Carlos Roberto Massao Hayashi / Resumo: Os materiais didáticos utilizados pelos professores de Biologia são fundamentais no planejamento e realização de suas aulas. Em particular no Ensino Médio, a educação científica com ênfase nas relações entre Ciência, Tecnologia e Sociedade (CTS) poderá ser alcançada com materiais adequados, voltados para o letramento científico do aluno. Esta pesquisa caracterizou a contextualização do tema da transgenia no âmbito de materiais didáticos da disciplina de Biologia em relação a pressupostos dados pelos Estudos CTS. Os objetivos específicos foram: a) identificar a existência de perspectivas relevantes no âmbito dos Estudos CTS no conteúdo didático acerca de alimentos transgênicos; b) interpretar como as abordagens sobre produção, distribuição e consumo de alimentos transgênicos presentes nos materiais analisados podem contribuir para a formação da cidadania; c) sugerir, a partir da identificação de oportunidades de aperfeiçoamento do conteúdo didático dos materiais didáticos e das contribuições da literatura especializada, aspectos a serem contemplados pelos materiais analisados a fim de proporcionar uma formação para o exercício da cidadania no contexto dos Estudos CTS. A metodologia utilizada foi a análise de conteúdo, com o estabelecimento de 18 categorias de avaliação de cinco coleções de livros didáticos de Biologia Os resultados sugerem que as coleções de livros analisadas apresentam predominantemente uma abordagem dos benefícios do desenvolvimento de transgênicos, proporci... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Course materials used by biology teachers are a fundamental part of the design and support of their classes. In secondary schools in particular, science education with emphasis on the relationships between Science, Technology and Society (STS) can be achieved with adequate materials, focused on the scientific literacy. This study characterized the contextualization of approaches related to genetically modified organisms within biology teaching materials concerning assumptions given by the STS studies. The specific objectives were: a) to identify the existence of relevant perspectives in the context of the STS studies in the educational content about transgenic food; b) to interpret how production, distribution and consumption of transgenic food are represented in the analyzed materials and how it could contribute to citizenship education; c) to suggest, benefiting from the identification of opportunities for the improvement of educational content in the teaching materials and the contributions of the specialized literature, issues to be addressed in the analyzed material in order to provide education for citizenship within the context of STS studies. The methodology used was content analysis with the establishment of 18 assessment categories to be analyzed in five collections of materials of biology. The results suggest that the analyzed collections of books predominantly focused on the benefits of the development of genetically modified organisms, providing few relationships... (Complete abstract click electronic access below) / Mestre

The problem with which this investigation was concerned was an evaluation of community college learning resources programs as reflected by client opinion and use of services and conformity to the published guidelines. The purposes of the study were to ascertain the extent to which learning resources programs of selected metropolitan community colleges conformed to the recommendations published in "Guidelines for Two-Year College Learning Resources Programs," and to compare the guidelines scores rendered with faculty and student opinion and use of learning resources services on the campuses. No significant differences were noted in comparisons of opinion and utilization of learning resources services among either students or faculty on the campuses with the highest guidelines scores and the same groups on the campuses with the lowest guidelines scores. Based on the findings, the following conclusions were formulated: 1) the instruments utilized were not sensitive enough to distinguish subtle differences, if any, between the learning resources programs on the various campuses, 2) the learning resources programs included in the study were similar in nature, and 3) more differences exist between groups based on demographic variables than exist between the learning resources programs.

The purposes of the study were to develop self-instructional materials for teaching selected business terms to college students, to determine the effect of using these materials as compared to the effect of using a lecture notebook teaching technique for instruction in business vocabulary and to no instruction in business vocabulary, and to compare the effect of using the lecture-notebook teaching technique to no instruction in business vocabulary. Four conclusions were drawn from the statistical findings from this experiment. (1) Specific instruction in business vocabulary by either of the two teaching approaches used in this experiment is more effective in increasing the business vocabulary of college business communications students than no instruction. (2) When total groups including all levels of business vocabulary knowledge are considered, the self-instructional materials are more effective than the lecture-notebook technique. (3) For students with a high initial knowledge of business vocabulary, one of these techniques is not more effective than the other. (4) The self-instructional materials used in this study are particularly effective for teaching business vocabulary to students who have a low initial knowledge of business vocabulary.