published_or_final_version / Education / Master / Master of Education

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics

The purpose of this study was to examine instructional experiences of students with visual impairment in an guided inquiry-based science classroom. Drawing from social constructive perspectives about teaching and learning, I focused on the initial attempts of students to participate fully in an inquiry-based astronomy unit. The astronomy unit incorporated features of project-based science inquiry and aligned with national standards. This study described the opportunities provided to and challenges faced by students with visual impairment as they participated in the guided inquiry-based learning environment. Additionally, discursive practices of students including student-generated questions, student discussions, and students' science notebook writing were examined. Also, students' alternative conceptions about scientific phenomena and changes in students' thinking during the course of instruction, if any, were described. Methods of data collection included classroom observations, video records, pre- and post- curriculum assessments, attitudes toward science measurement, student interviews, and student artifacts (i.e., science notebook entries, student-constructed models). Findings showed that student learning was enhanced when the instructor-researcher guided students in accomplishing inquiry tasks and in making sense of their inquiry experiences. Additionally, the use of appropriate reflective prompts assisted students with visual impairment to fully participate in the writing tasks of the inquiry-based learning environment. Results suggested that the quantity and quality of student-generated questions increased with extended inquiry instruction. Also, students used questions to not only establish verbal communication, but to elaborate on their own thinking and expand or explain the thinking of others. Findings suggested also that students with visual impairment have similar alternative frameworks about scientific phenomena (i.e, causes of lunar phases, reason for the seasons) as do their peers with sight. This study contributes to the literature about inquiry-based instructional strategies for all students and initiates the conversation about best practice for science instruction with students with visual impairment.

There is no abstract available for this thesis. / Department of Journalism

There is no abstract available for this dissertation. / Department of Educational Leadership

Job vacancies in the STEM (Science, Technology, Engineering, Mathematics) fields are expected to rise to 2.5 million between 2004 and 2014 (BLS, 2005). To help fill this need, STEM professionals were podcasted to middle school students, exposing them to the potential job opportunities which exist, and possibly increasing their interest in STEM careers. To investigate whether STEM professional podcasts to middle school students increased their interest in STEM careers, a quasi-experimental pretest/midtest/posttest control group design was analyzed with ANCOVA to determine differences in interest between those students who viewed the podcasts and those who did not. Grade level and gender were also studied to determine differences in interest in pursuing a STEM career. The findings were that the podcast group had significantly higher midtest and posttest scores compared to the control group, when the pretest was the covariate. Posttest scores were not significant between the two treatment groups when midtest scores were used as the covariate. Findings for gender suggested that there is no difference in males and females for interest in pursuing a STEM career when treatment group and grade level were controlled. Grade level comparisons between the two treatment groups found no significant difference in grade level for interest in pursuing a STEM career, when group and gender were controlled. The incorporation of STEM professional podcasts into the classroom could stimulate class discussions on current issues in science, potential careers in STEM and preparatory subjects needed for a particular career which may lead future STEM career pursuits. / Access to thesis and accompanying PDF permanently restricted to Ball State community only / Department of Biology

Thesis (Psy. D.)--Wheaton College, 2005. / Abstract. Includes bibliographical references (leaves 52-56).

Thesis (Ph.D.)--University of Tulsa, 1993. / Includes bibliographical references (leaves 45-46).