Thesis (Ph. D.)--University of Hong Kong, 1987.

Recent reform efforts in science education focus on scientific literacy for all citizens. In order to be scientifically literate, an individual must have informed understandings of nature of science (NOS), scientific inquiry, and science content matter. This study specifically focused on Science Olympiad students’ understanding of NOS as one piece of scientific literacy. Research consistently shows that science students do not have informed understandings of NOS (Abd-El-Khalick, 2002; Bell, Blair, Crawford, and Lederman, 2002; Kilcrease and Lucy, 2002; Schwartz, Lederman, and Thompson, 2001). However, McGhee-Brown, Martin, Monsaas and Stombler (2003) found that Science Olympiad students had in-depth understandings of science concepts, principles, processes, and techniques. Science Olympiad teams compete nationally and are found in rural, urban, and suburban schools. In an effort to learn from students who are generally considered high achieving students and who enjoy science, as opposed to the typical science student, the purpose of this study was to investigate Science Olympiad students’ understandings of NOS and the experiences that formed their understandings. An interpretive, qualitative, case study method was used to address the research questions. The participants were purposefully and conveniently selected from the Science Olympiad team at a suburban high school. Data collection consisted of the Views of Nature of Science – High School Questionnaire (VNOS-HS) (Schwartz, Lederman, & Thompson, 2001), semi-structured individual interviews, and a focus group. The main findings of this study were similar to much of the previous research in that the participants had informed understandings of the tentative nature of science and the role of inferences in science, but they did not have informed understandings of the role of human imagination and creativity, the empirical nature of science, or theories and laws. High level science classes and participation in Science Olympiad did not translate into informed understandings of NOS. There were implications that labs with a set procedure and given data tables did not contribute to informed NOS understandings, while explicit instruction may have contributed to more informed understandings. Exploring these high achieving, Science Olympiad students’ understandings of NOS was a crucial step to understanding what experiences formed these students’ understandings so that teachers may better their practices and help more students succeed in becoming scientifically literate citizens.

Thesis (Ph.D.)--University of Hong Kong, 1987. / Also available in print.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4023. Adviser: Christine Jenkins. Includes bibliographical references (leaves 207-229) Available on microfilm from Pro Quest Information and Learning.

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While perceived relevance is considered a fundamental component of adaptive learning, the experience of relevance and its conceptual definition have not been well described. The mixed-methods research presented in this dissertation aimed to clarify the conceptual meaning of relevance by focusing on its phenomenological experience from the students' perspective. Following a critical literature review, I propose an identity-based model of perceived relevance that includes three components: a contextual target, an identity target, and a connection type, or lens. An empirical investigation of this model that consisted of two general phases was implemented in four 9th grade-biology classrooms. Participants in Phase 1 (N = 118) completed a series of four open-ended writing activities focused on eliciting perceived personal connections to academic content. Exploratory qualitative content analysis of a 25% random sample of the student responses was used to identify the main meaning-units of the proposed model as well as different dimensions of student relevance perceptions. These meaning-units and dimensions provided the basis for the construction of a conceptual mapping sentence capturing students' perceived relevance, which was then applied in a confirmatory analysis to all other student responses. Participants in Phase 2 (N = 139) completed a closed survey designed based on the mapping sentence to assess their perceived relevance of a biology unit. The survey also included scales assessing other domain-level motivational processes. Exploratory factor analysis and non-metric multidimensional scaling indicated a coherent conceptual structure, which included a primary interpretive relevance dimension. Comparison of the conceptual structure across various groups (randomly-split sample, gender, academic level, domain-general motivational profiles) provided support for its ubiquity and insight into variation in the experience of perceived relevance among students of different groups. The findings combine to support a multidimensional perspective of relevance in the 9th grade biology classroom; offering researchers a useful model for future investigation and educators with insights into the students' classroom experience. / Educational Psychology

<p> This research evaluates the usefulness of transformative experience (TE) in engineering education. With TE, students 1) apply ideas from coursework to everyday experiences without prompting <i>(motivated use);</i> 2) see everyday situations through the lens of course content <i>(expanded perception);</i> and 3) value course content in new ways because it enriches everyday affective experience <i>(affective value).</i> In a three-part study, we examine how engineering educators can promote student progress toward TE and reliably measure that progress.</p><p> For the first study, we select a mechanical engineering technical elective, Flow Visualization, that had evidence of promoting <i>expanded perception </i> of fluid physics. Through student surveys and interviews, we compare this elective to the required Fluid Mechanics course. We found student interest in fluids fell into four categories: complexity, application, ubiquity, and aesthetics. Fluid Mechanics promotes interest from application, while Flow Visualization promotes interest based in ubiquity and aesthetics. Coding for <i> expanded perception,</i> we found it associated with students&rsquo; engineering identity, rather than a specific course. In our second study, we replicate atypical teaching methods from Flow Visualization in a new design course: Aesthetics of Design. Coding of surveys and interviews reveals that open-ended assignments and supportive teams lead to increased ownership of projects, which fuels risk-taking, and produces increased confidence as an engineer.</p><p> The third study seeks to establish parallels between <i>expanded perception</i> and measurable perceptual expertise. Our visual expertise experiment uses fluid flow images with both novices and experts (students who had passed fluid mechanics). After training, subjects sort images into laminar and turbulent categories. The results demonstrate that novices learned to sort the flow stimuli in ways similar to subjects in prior perceptual expertise studies. In contrast, the experts&rsquo; significantly better results suggest they are accessing conceptual fluids knowledge to perform this new, visual task. The ability to map concepts onto visual information is likely a necessary step toward expanded perception.</p><p> Our findings suggest that open-ended aesthetic experiences with engineering content unexpectedly support engineering identity development, and that visual tasks could be developed to measure conceptual understanding, promoting expanded perception. Overall, we find TE a productive theoretical framework for engineering education research.</p>

This dissertation investigates kindergarten teachers' beliefs and their teaching practices in science education through a qualitative case study. This study addresses these topics by exploring two key issues: First, it illustrates how kindergarten teachers think about teaching science to the students. Second, this study demonstrates how the teachers’ beliefs about teaching science affect the teaching practices in the classroom. The qualitative data was obtained through formal and informal interviews with four kindergarten teachers from a public elementary school. In addition, observation of the science lessons were also conducted. The teachers' beliefs about science education were classified based on Calderhead's (1996) categories about teachers' beliefs: 1) beliefs about students in science classes, 2) beliefs about teaching science classes, 3) beliefs about science as a subject, 4) beliefs about learning to teach science, and 5) beliefs about teachers’ roles in science classes. Based on the categories of teachers' beliefs, this study found a relationship between teachers' beliefs and how they teach science. In particular, the participant teachers preferred hands-on science activities and focused on children's interest in science. Their personal learning history and past schooling experiences appeared to inform their beliefs. However, this research also shows that some of the teachers' beliefs did not match the teaching practices in science lessons. As evidence, contrary to their beliefs, some of the participant teachers did not include as many hands-on activities because of the limited time allowed for science and the characteristics of the topics in science classes. Finally, the findings suggest there are differences between experienced and inexperienced teachers' in the beliefs and practices. For instance, experienced teachers believed that they were able to effectively manage the science classes, whereas inexperienced teachers showed concerns regarding managing the science class. Moreover, the experienced teachers actually demonstrated their expertise in successfully managing the class, while the inexperienced teachers experienced difficulty. Summary of findings, limitation, implications, and future research are discussed. / text