Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 111-117). Also available in print.

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3251773."

<p> It is important that students understand not only how their local watershed functions, but also how it is being impacted by impervious surfaces. Additionally, students need experience exploring the scientific and engineering practices that are necessary for a strong STEM background. With this knowledge students can be empowered to tackle this real and local problem using engineering design, a powerful practice gaining momentum and clarity through its prominence in the recent <i>Framework for K-12 Science Education.</i> Twenty classes of suburban sixth-graders participated in a new five-week Watershed Engineering Design Unit taught by their regular science teachers. Students engaged in scientific inquiry to learn about the structure, function, and health of their local watersheds, focusing on the effects of impervious surfaces. In small groups, students used the engineering design process to propose solutions to lessen the impact of runoff from their school campuses. The goal of this evaluation was to determine the effectiveness of the curriculum in terms of student gains in understanding of (1) watershed function, (2) the impact of impervious surfaces, and (3) the engineering design process. To determine the impact of this curriculum on their learning, students took multiple-choice pre- and post-assessments made up of items covering the three categories above. This data was analyzed for statistical significance using a lower-tailed paired sample <i>t</i>-test. All three objectives showed statistically significant learning gains and the results were used to recommend improvements to the curriculum and the assessment instrument for future iterations.</p>

<p> With the continued emphasis in the United States on science teaching reform as a way to increase science learning and the scientific literacy of all, the integration of informal science learning activities like citizen science is emerging as a possible way to enhance formal science teaching and learning. There is a limited but growing number of studies indicating that the general public is learning science content and process from participating in citizen science, but research in this area is just beginning and the use of citizen science projects by teachers in formal classroom settings has barely been examined at all. This qualitative study examined three research questions: 1) What motivates experienced middle school science teachers to use citizen science programs in their classrooms? 2) What do experienced middle school science teachers perceive to be the impact on their students as a result of using citizen science in their classrooms? and 3) What do experienced middle school science teachers perceive as the challenges in using citizen science in their classrooms? Twenty-two middle school teachers from across the United States were interviewed about their motivations and expectations regarding their use of citizen science projects in their classrooms. Using a basic thematic analysis, responses from these semi-structured interviews were coded and themes were developed. Findings indicated that teachers use citizen science to engage their students in authentic science experiences that make a contribution to science and society. Also, teachers perceive that citizen science activities broaden students&rsquo; perspectives and build their agency to make a difference in their environment. Teachers perceived two main challenges with citizen science: making the task meaningful and ensuring that students experience the whole scientific process. This study makes a start at understanding why teachers use citizen science and how they perceive it to impact their students. </p><p>

Thesis (Ed.M.)-Boston University

Thesis (Ed.D.)--Boston University

<p> This investigation examined how former members of the Wilderness Adventures Club at Bolsa Grande High School described the impacts of their outdoor experiences on their Interpersonal Connections, Outdoor Perspectives, Personal Growth and Well-Being, Agency, and Learning and Knowing. The data suggest that participants benefitted from participation in wilderness-based activities through the subsequent development of close friendships, connectedness to the natural world, 21st century skills like communication, feelings of well-being and agency, and increased knowledge. Administrative and district concerns about the perceived risks involved in outdoor extracurricular trips often become obstacles for educators who want to engage students in informal, wilderness-based learning opportunities. The results of this thesis may provide evidence of the benefits of these kinds of outings to argue for support for outdoor trips for students.</p><p>

<p> Women are underrepresented in the STEM workforce. Trends are starting to change as more and more women are starting to choose majors that are related to STEM. However, the numbers decline sharply in engineering, physical sciences and computer sciences. This project was created as a resource to be used in schools to encourage the increase of women studying, and eventually working, in STEM fields. Research has shown that many women who choose STEM majors and careers were heavily influenced by informal STEM enrichment opportunities outside of the school day and female role models in STEM. This project is an NGSS aligned lesson that incorporates a historical vignette highlighting the work of a female scientist. The vignette can be used in a lesson or as a pull out in a different class or program.</p><p>

In this thesis I employ a constructivist epistemological stance (principally influenced by that due to George Kelly) to critically examine the curricular response to contemporary notions of truth, objectivity and knowledge. I take science education (at both Secondary and Tertiary levels) as ray special reference within the education system. An important part of my work explores students' and teachers' personal meanings of science and scientific method, i. e. alternative conceptions of science, and I see it as contributing to the growing body of research concerned with alternative conceptions in science: the 'Alternative Conceptions Movement' (ACM) in educational research. To help articulate ray views on these matters I use an augmented version of a framework or model, developed by my immediate colleagues, for conceptualising cognitive aspects of science education and the transformation of scientific knowledge. My version of this framework features components under the following main headings: 'Scientists'-Science', 'Philosophers'-Science', 'Curricular-Science', 'Teachers'-Science', 'Students'-Science', and 'Childrens'-Science'. I argue that, suitably augmented and interpreted, Kelly's theory is capable of rationally integrating existing ACM research, together with my own. My classroom research uses a number of complementary investigative methods, some of them novel. These may be grouped under the following three headings: - interviews - lesson observations - written exercises I present an outline of a theory of teaching which is compatible with ACM research and make recommendations for future science teaching and research. N. B. To avoid an insidious (male) sexism and 'his/her' formulations which I find tedious, I shall use plural forms throughout this thesis, e.g. their, themself.

<p> This study investigated whether or not lab type, traditional lab or virtual lab, influenced students&rsquo; engagement. To measure student engagement six students were videoed over the course of an 18-week semester while conducting 10 lab experiments. To analyze student engagement, a systematic visual comparison in the tradition of single case research design was utilized. The results from the video analysis showed that there was no difference in engagement based on lab type. This study also investigated whether or not lab type, traditional or virtual, affected the ability to make real-world connections. The real-world connection data consisted of students from two separate semesters. An expert panel of teachers from various school districts were utilized to develop the questions and the rubric used to determine how well students made real-world connections. A repeated measures ANOVA was used on the real-world connection data. The results from the ANOVA did yield statistically significant results, but the lab order had a statistically significant effect on mean scores and variance. These results indicated that lab type was only one of many variables that influence the dependent variables.</p><p>