The assessment of learning in school science is important to the students, educators, policy makers, and the general public. Changes in curriculum and instruction in science have led to greater emphasis upon alternative modes of assessment. Most significant of these newer approaches is “performance assessment”, where students manipulate materials in experimental situations. Only recently has the development of performance assessment procedures, and the appropriate strategies for interpreting their results, received substantial research attention. In this study, educational measurement and science education perspectives are synthesized into an integrated analysis of the validity of procedures, inferences and consequences arising from the use of performance assessment. The Student Performance Component of the 1991 B.C. Science Assessment is offered as an example. A framework for the design, implementation, and interpretation of hands-on assessment in school science is presented, with validity and feasibility considered at every stage. Particular attention is given to a discussion of the influence of construct labels upon assessment design. A model for the description of performance assessment tasks is proposed. This model has the advantage of including both the science content and the science skill demands for each task. The model is then expanded to show how simultaneous representation of multiple tasks enhances the ability to ensure adequate sampling from appropriate content domains. The main conclusion of this validation inquiry is that every aspect of performance assessment in science is influenced by the perspective towards learning in science that permeates the assessment, and that this influence must be considered at all times. Recommendations are made for those carrying out practical assessments, as well as suggestions of areas that invite further research. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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Research-based curriculum is a system of instruction which uses an authentic learning, problem-solving, cooperative learning, hands-on, and inquiry-discovery approach, guided by a constructivist philosophy. Its usefulness has been recognized for many decades but "research in the classroom" has not been adopted as a teaching method by many. This study centers on research done by students in science classrooms. The primary purpose of this study was to measure, both quantitatively and qualitatively; (1) students' understanding, by gender, of the nature of science and, (2) student attitude changes, by gender, toward the nature of science, scientists, and careers in science before and after the completion of research projects. The gender equity problem in science classes is explored and improvements in four process skills were measured for both treatment and control groups. Also, different models of research-based science education are described. The Test of Science Related Attitudes (TOSRA) and the Nature of Science Scale (NOSS) were given pre and post to both groups. Several qualitative instruments were given and student journals were analyzed by gender. The results of TOSRA showed gains in positive attitude for students after they experience a research-based curriculum for six of the seven TOSRA scales. However, the control group had similar gains so the mixed design analysis of variance showed no statistically significant differences between control vs. treatment or male vs. female interactions. Much of the qualitative analysis revealed that students' understanding of the nature of science changes considerably after they "do" scientific research. The journal analysis and the "Research is...." question analysis show that students also have a significant affective response to the research experience. Quantitatively, the total NOSS score improvement for the treatment group was substantial (11.4 to 13.8) and better than the control, although it was not a statistically significant difference. Generally, treatment students showed greater improvement on all NOSS scales. Treatment students also had greater gains on the four different process skills measured in this study. Research-based curriculum is an effective way to change students' attitudes towards science and a sound way to increase student understanding about the nature of the research process.

This dissertation was a demonstration of a systemic approach to research about attitudes and the learning environment in a science classroom. It was based on a distinction between analytic and systemic research (Salomon, 1991). Analytic research focuses mainly on the causal effects of changes in the contents of one isolated factor on another. The systemic approach focuses on the patterns of structural relationships in an entire set of interdependent, transactionally defined factors. Therefore, classrooms were conceptualized as cultural systems to emphasize their mutually defining, transactional, aspects. On this basis, the systemic approach should raise different questions and new answers to educational issues. This distinction is critically important in science classrooms. Educators attempt to instill positive attitude change in their students by creating novel learning environments (DeBoer, 1991). Yet, researchers have examined only the effects of changes in isolated aspects of these new environments, in an analytic manner. Therefore, this dissertation demonstrated how students' attitudes were situated in the entire system of structural relationships in a classroom culture. Students (N = 162) participated in a novel curriculum called the International Science Classroom (ISC), which emphasized authentic, collaborative, interdisciplinary, and inquiry-based learning experiences. The contents of students' attitudinal, environmental, and cognitive perceptions, reported before and after the ISC, were analyzed with repeated MANOVA. The systemic relationships were analyzed with Small Space Analysis (SSA), a multidimensional scaling technique (Guttman, 1968). Students reported content changes which generally were consistent with past research: more favorable attitudes, greater achievement, and fewer gender differences. However, their more negative perceptions of the learning environment were unexpected. Students also reported changed structural perceptions of the ISC which were more tightly integrated, more dominated by mindful engagement, and more characterized by tightly clustered perceptions of attitudes and the learning environment. These results were discussed in reference to the unique insights afforded by the systemic analysis of the situation of attitudes in the classroom culture. The overarching conclusion was that analytic and systemic approaches offer complementary insights into science education, and therefore, must both be further developed.

<p>This study explored the problem of poor performance in science among students who are provided secondary school places on merit in Malawi. Existing studies of the problem are inconsistent suggesting that these studies may have shed light on some parts of a complex problem. Questionnaires, interviews and analysis of documents were used to obtain information concerning students&rsquo / conceptions of science, science learning and events that eventuated into the problem in the past. The population for this study was 89 government and governmentassisted secondary schools. From that population eighteen schools were randomly selected from each of the six education divisions in the country. One thousand five hundred secondary class 3 students drawn from randomly selected schools participated. The participating students completed a 31item learning beliefs and practices&nbsp / questionnaire with items drawn from the science education literature and adapted to the local situation and a selfefficacy and attribution of failure questionnaire. Forty students were interviewed about their concepts of science and science learning. Relevant documents found in the Malawi National Archives were analyzed to determine the origin of the problem.</p>

This study examined the nature and quality of teacher-student interactions in a third grade science classroom and investigated how interactions and teacher-child relationships relate to the learning of science concepts. The relationships between the three dimensions of teacher-student relationships (Closeness, Conflict, and Dependency) and teacher-student interactions including the dimensions explaining the nature and the quality of teacher-student interactions were examined. The study also determined whether there was a relationship between students' conceptual understanding of science and all variables of teacher-student interactions and the teacher-student relationships. First, data from the videotape and audiotape recordings were transcribed, coded and analyzed to determine the appropriateness of the proposed interaction-types and their classification into the categories. The twelve teacher-student interaction categories used in this study were able to capture all verbal teacher-student interactions in the classroom. Second, each teacher-student interaction was placed into the respective dimension and group explaining the nature and quality of the interaction. Finally, Pearson Product Moment Correlations were computed to explore the possible relationships between the teacher-student interactions and relationships and students' conceptual understanding of science. Teacher-student interaction scores were obtained through natural observations of eight- to nine-year-old children. Students were rated by their teachers using the STRS in order to obtain teacher child relationship scores. Similarly, conceptual science understanding scores were obtained through pre- and post-tests delivered at the beginning and end of the science unit. The findings of the study suggested a strong relationship between teacher's perception of her relationships with the students and the teacher-student interactions in the classroom. It appears that classroom conversations mostly take place between the teacher and the students whom the teacher perceived to have better relationships. However, it was clear from the observations that positive teacher-student relationships did not necessarily warrant for high quality teacher-student interactions in the classroom. The quality of the teacher-student interactions during the science lessons appeared to be more moderate than high in quality. Students' improvement in conceptual understanding of science was rather related to the positive classroom environment and the friendly classroom atmosphere created by the teacher and did not significantly correlate with the student's individual interaction or relationship with the teacher. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2015. / November 09, 2015. / classroom discourse, classroom talk, elementary education, science education, teacher-student interactions, teacher-student relationships / Includes bibliographical references. / Ithel Jones, Professor Directing Dissertation; Robert Schwartz, University Representative; Diana Rice, Committee Member; Elizabeth Jakubowski, Committee Member.

An experimental and interview-based design was used to test the efficacy of visual thinking networking (VTN), a new generation of metacognitive learning strategies. Students constructed network diagrams using semantic and figural elements to represent knowledge relationships. The findings indicated the importance of using color in VTN strategies. The use of color promoted the encoding and reconstruction of earth science knowledge in memory and enhanced higher order thinking skills of problem solving. Fifty-six ninth grade earth science students (13-15 years of age) in a suburban school district outside New York City were randomly assigned to three classes with the same instructor. Five major positive findings emerged in the areas of problem solving achievement, organization of knowledge in memory, problem solving strategy dimensionality, conceptual understanding, and gender differences. A multi-covariate analysis was conducted on the pre-post gain scores of the AGI/NSTA Earth Science Examination (Part 1). Students who used the color VTN strategies had a significantly higher mean gain score on the problem solving criterion test items than students who used the black/white VTN (p = .003) and the writing strategies for learning science (p < .001). During a think-out-loud problem solving interview, students who used the color VTN strategies: (1) significantly recalled more earth science knowledge than students who used the black/white VTN (p = .021) and the writing strategies (p < .001); (2) significantly recalled more interrelated earth science knowledge than students who used black/white VTN strategies (p = .048) and the writing strategy (p < .001); (3) significantly used a greater number of action verbs than students who used the writing strategy (p = .033). a significantly higher mean number of conceptually accurate propositions than students who used the black/white VTN (p = .018) and the writing strategies (p = .010). Gender influenced the choice of VTN strategy. Females used significantly more color VTN strategies, while males used predominately black/white VTN strategies (p = .01). A neurocognitive model, the encoding activation theory of the anterior cingulate (ENACT-AC), is proposed as an explanation for these findings.

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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