In this thesis, I attempt to develop the rudiments of a ’practice’ conception of scientific knowledge and activities as the basis for a suitable methodology for Science and Technology Studies. In order to do this, I examine the methodologies proposed by two sociologists who can be very broadly construed to be working within the tradition of the "Sociology of Scientific Knowledge’, Harry Collins and Steve Woolgar in the context of their application to a specific case, and attempt to develop an alternative conception by contrast. The thesis is structured as follows. I begin by describing Collins’ and Woolgar’s methodologies for the analysis of scientific knowledge development in some detail in Chapter One. In Chapter Two, I examine the application of these methodologies to the ’computer models of scientific discovery’ case (the case is of some interest because it is held to ’refute’ the possibility of the sort of analysis of scientific activities that Collins and Woolgar propose). I then use the material of the first two Chapters in Chapter Three to diagnose the shortcomings of Collins’ and Woolgar’s methodologies as illustrated by their application to the computer models of discovery case. This sets the stage for an alternative analysis of the computer models case which does not suffer from these shortcomings in Chapter Four. Finally, I develop a practice-based conception of scientific knowledge development in Chapter Five (which I derive from the material of Chapters One through Four), contrast it with the methodologies of Collins and Woolgar, and use it to illustrate and evaluate my alternative analysis. / Master of Science

M.S.

This dissertation examines the response of a group of educators to a state mandate to integrate computational thinking (CT) into all levels of the curriculum. It explores the historical development of CT and its significance within the broader context of Science, Technology, Engineering, and Mathematics education, emphasizing the rapid growth and evolving nature of this interdisciplinary field. By examining the challenges and potential strategies for incorporating CT into K-12 curricula, the research highlights the critical role of school leadership in navigating the complexities associated with this integration. Utilizing Everett Rogers’s Diffusion of Innovation theory, the dissertation explores how new knowledge is integrated into schools and examines the pivotal role of educational leaders in steering this endeavor. A mixed-methods research design was used to gather the attitudes and perceptions of school leaders toward CT, identifying key factors that influence the adoption and implementation of CT in schools. The study reveals that leadership awareness, involvement, and support are pivotal in overcoming obstacles to CT integration. It also underscores the importance of developing a shared understanding of CT among educators and administrators, aligning CT initiatives with school priorities, and providing adequate resources and professional development opportunities to ensure effective implementation. The findings of the dissertation offer valuable insights for policymakers, educators, and educational leaders, suggesting that a comprehensive approach to integrating CT into K-12 education requires strategic planning, collaboration, and sustained support. By addressing the gaps in current research and practice, this dissertation contributes to the discourse on effective strategies for embedding CT within the educational curriculum, with the goal of enhancing students’ preparedness for an increasingly computational world. This research sheds light on the challenges and opportunities of CT integration and contributes to the development of a roadmap for future efforts to integrate new bodies of knowledge into the K-12 curriculum.

Authors of some research studies and other concerned citizens have questioned the relevance and appropriateness of the teaching of science as it is currently done for the transescents in the middle schools. Some suggest that teachers merely attempt to teach scientific facts without regard for students' characteristics, needs, interests, and input. The premise that student input is desirable suggested the need for this investigation of the sixth grade science course. The purposes of this study were: 1. To determine the degree of interest expressed by students in ·topics and in specific items within topics, 2. To determine differences in the degrees of interest expressed by students of different teachers, 3. To determine differences in the degrees of interest expressed by male and female students in the topics taught, 4. To determine if student interest in science is related to achievement as indicated by final grade in science, and 5. To determine teachers' perceptions of their students' interests in topics and specific items within topics. A survey was conducted with an instrument that listed all of the science topics covered in the sixth grade course. Beginning seventh grade students were asked to express their interest in each concept and indicate whether they thought they were taught or not taught in sixth grade. They rated each concept as definitely interesting, of some interest, or not interesting. Appropriate statistical procedures were used to analyze the data and the following conclusions were drawn: 1. Students were generally interested in the sixth grade science program„ However, for most of the concepts students indicated "some" interest as opposed to "definite" interest. 2. There were significant differences among the levels of interest of students taught by different teachers on five topics: Classifying Animals with Backbones; Classifying Animals without Backbones; Elements and Compounds; Sources of Energy; and Atmosphere, Climates of the World, and Natural Cycles. 3. There were significant differences in the levels of interest between male and female students only on two topics: Life Cycles, Heredity, and Living Things; and Sources of Energy. 4. Student achievement and interest were significantly related only on the topics of Classifying Animals without Backbones; Properties of Light; Sources of Energy; and Electricity and Magnetism. 5. Teachers perceived all the science items to be of "definite" or greater than "some" interest to the students. / Ed. D. / incomplete_metadata

It is the purpose of this thesis to determine the science interests of the pupils of the North Elementary School of Odessa, Texas, during the school year of 1940-1941.

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