This mixed-methods study examined the interactions and learning outcomes of science teachers in an online graduate-level course on evolutionary biology intended to improve their content knowledge and science lesson planning. Discussion posts made by the teachers in this seven-week course were analyzed for cognitive presence using the Community of Inquiry framework. Compared to other studies examining cognitive presence, high levels of Integration level cognitive activity were observed (47% of total posts). This was most likely due to the design of the discussion prompts and expectations used to frame student participation. The questions were open-ended, and students were expected to use reference materials to construct their responses. During the course, 395 student posts contained statements that could be coded for scientific accuracy. Of these, 85% were coded as scientifically accurate. This reinforces reports from previous literature that the online environment is conducive to reflective and careful contributions by participants.As the course progressed, the number of faculty posts per discussion declined, while the number of student posts remained relatively constant. Student-to-student posts increased in frequency as faculty participation dropped. The number of student posts increased towards the end of each two-week discussion period, however the frequencies of posts with scientifically accurate statements and Integration level cognitive activity remained relatively constant over this same period. The increase in total posts was due to the increase in other types of communication in the discussions. Case study analysis was used to examine patterns of online behavior in three participants who achieved different course grades. A low-performing student had a pattern of intermittent activity, made low numbers of posts in each discussion, and had low percentages of posts that contained scientific statements or indicators of Integration level cognitive activity compared to classmates. A medium-performing learner posted infrequently but was efficient in making scientifically accurate posts that demonstrated Integration. Both the medium and low performer made most of their posts near the end of each two-week discussion period and had limited interaction with other learners. The high-performing learner demonstrated high levels of engagement with the course material. She posted frequently, introduced new resources to the other learners, and had high numbers of scientifically accurate and Integration level posts. An examination of teachers' views of the Nature of Science (NOS) using a pre- and post course Views of Nature of Science - C survey indicated that this group of teachers began the course with relatively informed views of many of the nature of science aspects. An exception was views about the nature of scientific theories and laws. At the start of the course 10 of 18 participants had naive views, five had partially informed views, and three had informed views. While scientific definitions of theories and laws were addressed in the course, there was no task that asked teachers to apply their understanding of this topic. When the course finished, six participants still had naive views, six held partially informed views, and six had informed views. Participants used course content to create teaching unit plans that indicated how they might use the course outcomes in their practice. Most of the learning objectives stated in the unit plans were grade-level appropriate when referenced to the Benchmarks for Science Literacy. The exception was the inclusion by some middle school teachers of detailed analyses of evolutionary relationships using genetic data. Although there was alignment of stated objectives to content from the online course and lesson activities, some of the teachers did not fully align assessments with their objectives.Based on these findings, it is suggested that designers of online instruction be mindful in the framing of learning tasks and use open-ended discussion prompts that require the use of reference materials if Integration level cognitive activity is the goal. The teachers in this course were generally able to utilize content from the course to create teaching applications, but more support for pedagogical applications could be an important addition for teachers who struggled with this task. This study reinforces previous research that indicates that online asynchronous discussions encourage reflection by learners. However, analysis of individuals who struggled in the course indicates that the online format may not suit all learners since consistent effort and the ability to communicate effectively in writing are important for success.

The challenge of school-based science curriculum change and educational reform is often presented to science teachers and departments who are not necessarily prepared for the complexity of considerations that change movements require. The development of a Professional Learning Community (PLC) focused on a science department's curriculum change efforts, may provide the necessary tools to foster sustainable school-based curriculum science changes. This research presents a case study of an evolving science department PLC consisting of 10 middle school science teachers from the same middle school and their efforts of school-based science curriculum change. A transformative mixed model case study with qualitative data and deepened by quantitative analysis, was chosen to guide the investigation. Collected data worked to document the essential developmental steps, the occurrence and frequency of the five essential dimensions of successful PLCs, and the influences the science department PLC had on the middle school science department's progression through school-based science curriculum change, and the barriers, struggles and inhibiting actions of the science department PLC. Findings indicated that a science department PLC was unique in that it allowed for a focal science departmental lens of science curriculum change to be applied to the structure and function of the PLC and therefore the process, proceedings, and results were directly aligned to and driven by the science department. The science PLC, while logically difficult to set-up and maintain, became a professional science forum where the middle school science teachers were exposed to new science teaching and learning knowledge, explored new science standards, discussed effects on student science learning, designed and critically analyzed science curriculum change application. Conclusions resulted in the science department PLC as an identified tool providing the ability for science departmental actions to lead to outcomes of science curriculum change improvements with the consideration but not the dictation of the larger school community and state agendas. Thus, the study's results work to fuse previously separated research on general PLCs and curriculum change efforts into a cohesive understanding of the unexplored potential of a science PLC and school-based science curriculum change.

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The purpose of this study was to evaluate the current status of the implementation of Benin's new elementary science curriculum. The study used the Concerns-Based Adoption Model (CBAM), a model designed to evaluate the implementation of educational innovations. Specifically the study attempted to ascertain teachers' concerns about the science curriculum, the levels of use of the curriculum and the degree to which the curriculum components were implemented. The CBAM Stages of Concerns questionnaire and structured Levels of Use interview were used to collect data respectively on teachers' concerns and level of use. An Innovation Configuration checklist was developed to measure teachers' patterns of use with respect to each of the curriculum key components. The study was directed toward 57 third and fourth grade teachers involved in the implementation of the new curriculum. Findings of the study indicated that teachers have their most intense concerns in the information, personal, and collaboration areas. Regarding teachers' level of use of the science curriculum, the majority of teachers were still trying to solve mechanical problems such as material gathering, lesson planning, and time management. With respect to curriculum components, fundamental components, such as teaching methodology and evaluation technique, were not implemented at the acceptable level. These findings have implications for research and staff development programs for a successful implementation of the science curriculum. Specific plans for improvement include structuring training programs to meet individual teacher needs and concerns, establishing an efficient support system, and providing resources and materials. / Graduation date: 1997

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The purpose of this study was to identify selected criteria in teacher effectiveness in the secondary science classrooms to find out how students feel about these criteria as compared with the opinions of science teachers and administrators.The following criteria were selected:1. Teacher's abilities in lecturing2. Abilities in laboratory teaching3. Abilities in leading discussions4. Abilities in maintaining good discipline5. Fairness in dealing with students6. Understanding of student problems7. Use of multi-media presentations.A forty-one item questionnaire based on the above mentioned criteria with two opinion questions was formulated.The population for the study consisted of 32 administrators, 34 secondary science teachers, and 747 secondary science students from 15 high schools of three sizes (small, medium, and large) in Indiana. The questionnaire was administered on-site, and the return rate for each respective group in the sample was 100 percent.One way analysis of variance was used at the .05 significance level statistically to interpret the data.Findings1. There was a significant difference found among the responses of students, teachers, and administrators for lecturing, laboratory teaching, leading discussions, maintaining good discipline, and use of multi-media presentations, but there was no significant difference found for fairness, and understanding of student problems.2. Based upon the sex of the students, there was no significant difference found for laboratory teaching and multi-media presentations, but there was a significant difference found for lecturing, discussions, discipline, fairness, and understanding of student problems.3. Based upon the grade level of students, there was a significant difference found in lecturing and laboratory teaching, but there was no significant difference found for discussions, discipline, fairness, understanding of student problems, and use of media.4. Based upon the years of teaching experience, there was a significant difference found in the opinions of teachers and administrators for lecturing, maintaining good discipline, and multi-media presentations, but no significant difference was found for laboratory, discussions, fairness, and understanding of student problems.5. The years of administrative experience had no significant effect on the opinions of administrators.6. There was no significant difference found among the opinions of administrators, teachers, and students related to the size of schools.

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published_or_final_version / Education / Doctoral / Doctor of Philosophy

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