The following dissertation focuses on a case study that uses critical theory, social learning theory, identity theory, liberal feminine theory, and motivation theory to conduct a narrative describing the lived experience of females and their performance in two highly selective private university, where students can cross-register between school, while majoring in science, technology, engineering and mathematics (STEM). Through the use of narratives, the research attempts to shed additional light on the informal and formal science learning experiences that motivates young females to major in STEM in order to help increase the number of women entering STEM careers and retaining women in STEM majors. In the addition to the narratives, surveys were performed to encompass a larger audience while looking for themes and phenomena which explore what captivates and motivates young females’ interests in science and continues to nurture and facilitate their growth throughout high school and college, and propel them into a major in STEM in college. The purpose of this study was to uncover the lived experiences of junior and senior undergraduate female science majors during their formal and informal education, their science motivation to learn science, their science identities, and any experiences in gender inequity they may have encountered. The findings have implications for young women deciding on future careers and majors through early exposure and guidance, understanding and recognizing what gender discrimination, and the positive effects of mentorships.

by Cheung Kai Yin. / Year shown on spine: 1997. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 144-149). / by Cheung Kai Yin. / Chapter Chapter One : --- Introduction --- p.1 / Chapter 1.1 --- Background to the study --- p.1 / Chapter 1.2 --- The purpose of the study --- p.4 / Chapter Chapter Two : --- Literature Review --- p.6 / Chapter 2.1 --- History of science education reform in western countries --- p.6 / Chapter 2.1.1 --- In the early part of the twentieth century --- p.6 / Chapter 2.1.2 --- Golden age of science education in the 1950's and 196´0ةs --- p.7 / Chapter 2.1.3 --- Scientific literacy and STS movement --- p.8 / Chapter 2.2 --- Junior secondary science education in Hong Kong --- p.10 / Chapter 2.2.1 --- The period of General science --- p.10 / Chapter 2.2.2 --- The introduction and implementation of the first version of Integrated Science (I. S.) --- p.11 / Chapter 2.2.3 --- The period of the second version of I.S. course --- p.13 / Chapter 2.3 --- Importance of social relevance --- p.16 / Chapter 2.4 --- STS teaching --- p.18 / Chapter 2.4.1 --- Goals of STS teaching --- p.19 / Chapter 2.4.2 --- Characteristics of STS teaching --- p.21 / Chapter 2.4.3 --- Recent development of STS movement --- p.24 / Chapter 2.5 --- Social relevance and STS teaching --- p.27 / Chapter 2.6 --- Textbook analysis --- p.28 / Chapter 2.6.1 --- Use of textbooks --- p.28 / Chapter 2.6.2 --- Role of textbooks --- p.29 / Chapter 2.6.3 --- Ways of writing textbooks --- p.31 / Chapter 2.6.4 --- Limitations of textbooks --- p.32 / Chapter 2.6.5 --- Textbook reviews for social relevance --- p.34 / Chapter 2.6.6 --- Analytical frameworks for social relevance --- p.36 / Chapter Chapter Three : --- Research Design --- p.39 / Chapter 3.1 --- Research questions --- p.39 / Chapter 3.2 --- Textbook analysis --- p.40 / Chapter 3.2.1 --- Content analysis --- p.40 / Chapter 3.2.2 --- Sampling --- p.41 / Chapter 3.2.3 --- Check lists for content analysis --- p.45 / Chapter 3.2.4 --- Analytical procedures to identify socially relevant contents --- p.48 / Chapter 3.2.5 --- Data collection --- p.50 / Chapter 3.2.6 --- Data analysis --- p.53 / Chapter 3.3 --- Interview --- p.55 / Chapter 3.3.1 --- Core questions --- p.55 / Chapter 3.3.2 --- Data collection and treatment --- p.58 / Chapter 3.4 --- Validity and reliability --- p.58 / Chapter 3.4.1 --- Validity --- p.53 / Chapter 3.4.2 --- Reliability --- p.59 / Chapter Chapter Four : --- Data and Analysis --- p.62 / Chapter 4.1 --- Introduction --- p.62 / Chapter 4.2 --- Textbook analysis --- p.62 / Chapter 4.2.1 --- Social relevance of textbooks' contents in the period of General Science --- p.63 / Chapter 4.2.2 --- Social relevance of textbooks' contents in the period of the first version of I .S. course --- p.69 / Chapter 4.2.3 --- Social relevance of textbooks' contents in the period of the second version of I.S. course --- p.82 / Chapter 4.2.4 --- Comparison of socially relevant contents among textbooks within each stage of development --- p.95 / Chapter 4.2.5 --- Comparison of socially relevant contents among textbooks across different stages of development --- p.101 / Chapter 4.3 --- Interview --- p.110 / Chapter 4.3.1 --- Contents of interview and teachers' attitudes towards socially relevant contents --- p.111 / Chapter 4.3.2 --- Opinions about the role of socially relevant contents --- p.119 / Chapter 4.3.3 --- Opinions about the adequacy of the socially relevant contents in present textbooks --- p.120 / Chapter 4.3.4 --- Opinions about difficulties in increasing the socially relevant contents in future --- p.121 / Chapter Chapter Five : --- Conclusions and Implication --- p.123 / Chapter 5.1 --- Responses to research questions --- p.123 / Chapter 5.1.1 --- Socially relevant contents in textbooks --- p.123 / Chapter 5.1.2 --- Difference in the inclusion of socially relevant contents among textbooks within each stage of development --- p.128 / Chapter 5.1.3 --- Difference in the inclusion of socially relevant contents among textbooks across three stages of development --- p.130 / Chapter 5.1.4 --- Future development of textbooks --- p.132 / Chapter 5.2 --- Limitations of the study and further inquiry --- p.137 / Chapter 5.3 --- Implications --- p.141 / Bibliography --- p.144 / Appendix --- p.150 / Appendix A : Characteristics of a scientifically literate person --- p.151 / Appendix B : Junior secondary science textbooks survey --- p.153 / Appendix C : Science issues survey --- p.157 / Appendix D : Socially relevant topics and desired learning outcomes --- p.162 / Appendix E : Typical pages of textbooks --- p.166

published_or_final_version / Education / Master / Master of Education

This research study involves two Grade 9 Natural Sciences teachers from two schools in the Lady Frere District of the Eastern Cape. The reason for selecting these two teachers is that in 2009 they, like me, obtained an Advanced Certificate in Education (Science and Maths) from Rhodes University. As a result, we have a good working relationship. Furthermore, both teachers are actively involved in the Natural Sciences curriculum in the District and their schools are not far from the District Office where I work. The principal objective of this study was to investigate how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9. It was triggered by the transformation in curriculum in South Africa as well as by my experience of working with Natural Sciences teachers in our rural district. The study is informed by an interpretive paradigm using a qualitative case study approach. The data was gathered by administering analysis of documents, semi-structured interviews, observations, field notes and journals. During the data analysis process, patterns and themes were illuminated using the inductive analysis method. Rich data sets in relation to the main research question on how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9 emerged from the analysed data. The conclusions that can be drawn from the study indicate that when teaching chemical reactions, teachers should have adequate content knowledge as well as pedagogical content knowledge. It is thus recommended that teachers consider the prior knowledge of learners, use a variety of teaching and learning approaches including practical activities, to make learning meaningful. The major limitation of this study is that the two selected teachers do not represent the whole population of Grade 9 teachers in the Lady Frere District. Therefore, the findings cannot be generalized to represent the larger population. It is recognised, however, that within the qualitative inquiry, reliability and generalizability play a minor role.

Acompanha: A experimentação nas aulas de Biologia como promotora da alfabetização científica: sequência didática / O ensino de Biologia, assim como qualquer outra área de conhecimento, exige aprimoramento e criatividade constantes a fim de melhorar o aprendizado e despertar o envolvimento dos alunos. Com o declínio do interesse dos alunos pela Ciência, deve-se pensar em possibilidades que os aproximem novamente dos processos o de fazer ciências, instigando-os ao pensamento científico. Para tanto, é preciso levá-los a observar, experimentar, levantar hipóteses e interpretar resultados, correlacionando-os ao cotidiano, contextualizando o ensino e o tornando útil à vida. Tais anseios estão presentes nesta pesquisa, que objetiva a implementação de aulas experimentais, contextualizadas, que possibilitem não somente a compreensão do mundo, mas também uma formação educacional autônoma, social, tornando-os assim alunos alfabetizados cientificamente. A presente pesquisa foi realizada em um colégio estadual do Estado do Paraná, na cidade Curitiba, e envolveu alunos do Ensino Médio das 1.o, 2.o e 3.o ano. A avaliação da pesquisa pautou-se nas respostas de questões-problemas, possibilitando ao educando relacionar a prática a situações vivenciadas no dia a dia, como alimentação, doenças etc. Utilizou-se o processo quali quantitativo na observação das respostas antes e após cada aula, verificando a porcentagem e a qualidade das respostas. O resultado mostra a diferença nas respostas, pelo aumento do número de acertos e pelo aprimoramento delas, relacionando o conteúdo científico à resolução de questões inerentes ao cotidiano. Ao concluir o trabalho, observa-se que os objetivos foram atingidos, formular uma sequência didática composta por aulas experimentais e alfabetizar cientificamente por meio dessas aulas, com vistas a aprimorar o ensino de Biologia. / Biology teaching, as well as any other area of knowledge, requires improvement and constant creativity in order to improve learning and arouse the student interest. Due to the increasing lack of interest in science on the student part, we should provide new possibilities towards making them enjoy taking part in scientific processes, such as developing scientific thoughts, observing, trying, suggesting hypothesis and interpreting results correlating them to everyday facts thus contextualizing teaching and making it useful to life. The present research aims at implementing contextualized experimental classes that not only enable students to understand the world, but also provide a socially autonomous education addressed to shape students with scientific literacy. The research was implemented at a State school in Curitiba, State of Paraná in Brazil and covered middle school first, second and third grade students and its assessment was based on the problem question answers that allowed the researchers to relate practice to day-by-day situations, such as feeding, diseases etc. We used the qualitative-quantitative process to check answer percentage and quality before and after each class. The result showed answer differences concerning increased number of successes and improvement, as well as the relation between scientific contents and solution of day-by-day problems. As a conclusion, we inferred that the research objectives were met through the formulation of a didactic sequence comprising experimental classes that produced scientifically literate students thus improving biology teaching.

Acompanha: A experimentação nas aulas de Biologia como promotora da alfabetização científica: sequência didática / O ensino de Biologia, assim como qualquer outra área de conhecimento, exige aprimoramento e criatividade constantes a fim de melhorar o aprendizado e despertar o envolvimento dos alunos. Com o declínio do interesse dos alunos pela Ciência, deve-se pensar em possibilidades que os aproximem novamente dos processos o de fazer ciências, instigando-os ao pensamento científico. Para tanto, é preciso levá-los a observar, experimentar, levantar hipóteses e interpretar resultados, correlacionando-os ao cotidiano, contextualizando o ensino e o tornando útil à vida. Tais anseios estão presentes nesta pesquisa, que objetiva a implementação de aulas experimentais, contextualizadas, que possibilitem não somente a compreensão do mundo, mas também uma formação educacional autônoma, social, tornando-os assim alunos alfabetizados cientificamente. A presente pesquisa foi realizada em um colégio estadual do Estado do Paraná, na cidade Curitiba, e envolveu alunos do Ensino Médio das 1.o, 2.o e 3.o ano. A avaliação da pesquisa pautou-se nas respostas de questões-problemas, possibilitando ao educando relacionar a prática a situações vivenciadas no dia a dia, como alimentação, doenças etc. Utilizou-se o processo quali quantitativo na observação das respostas antes e após cada aula, verificando a porcentagem e a qualidade das respostas. O resultado mostra a diferença nas respostas, pelo aumento do número de acertos e pelo aprimoramento delas, relacionando o conteúdo científico à resolução de questões inerentes ao cotidiano. Ao concluir o trabalho, observa-se que os objetivos foram atingidos, formular uma sequência didática composta por aulas experimentais e alfabetizar cientificamente por meio dessas aulas, com vistas a aprimorar o ensino de Biologia. / Biology teaching, as well as any other area of knowledge, requires improvement and constant creativity in order to improve learning and arouse the student interest. Due to the increasing lack of interest in science on the student part, we should provide new possibilities towards making them enjoy taking part in scientific processes, such as developing scientific thoughts, observing, trying, suggesting hypothesis and interpreting results correlating them to everyday facts thus contextualizing teaching and making it useful to life. The present research aims at implementing contextualized experimental classes that not only enable students to understand the world, but also provide a socially autonomous education addressed to shape students with scientific literacy. The research was implemented at a State school in Curitiba, State of Paraná in Brazil and covered middle school first, second and third grade students and its assessment was based on the problem question answers that allowed the researchers to relate practice to day-by-day situations, such as feeding, diseases etc. We used the qualitative-quantitative process to check answer percentage and quality before and after each class. The result showed answer differences concerning increased number of successes and improvement, as well as the relation between scientific contents and solution of day-by-day problems. As a conclusion, we inferred that the research objectives were met through the formulation of a didactic sequence comprising experimental classes that produced scientifically literate students thus improving biology teaching.

No description available.

Agriculture is a one billion dollar industry in the state of California, yet science and agriculture are overlooked in elementary and middle schools. Instead, an emphasis is placed on writing, reading, and math, subjects that are tested at the state level. As a result, fourth and eighth graders in California placed 38th out of 41 in a National Science Assessment Test. In the spring of 2003, science will be included in the statewide test; therefore, elementary and middle school will have to address the subject of science and its impact on the school day. In 2002 the California State Board of Education approved a new California Science Framework, which suggests implementing an integrated approach to teaching science in the classroom.

Explores the implementation of inquiry into the science classroom and presents a model for incrementally changing the traditional (behavioralist) instruction found in the science class to inquiry-based (constructivist) instructional strategies.

Organizes information and opportunities for high school level science field work and categorizes it to inform the educator of the field study possibilities. Assists educators in overcoming the obstacles of implementing field science into existing science courses. Several field study lesson plans are provided.