Global ETD Search

11	Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment Peterson, Cheryl 2012 August 1900 (has links) PlantingScience (PS) is a unique web-based learning system designed to develop secondary students' scientific practices and proficiencies as they engage in hands-on classroom investigations while being mentored online by a scientist. Some students' teachers had the opportunity to attend PS professional development (PD). In this dissertation, I developed a process of assessing student learning outcomes associated with their use of this system and evaluated inquiry engagement within this system. First, I developed a valid and reliable instrument (Online Elements of Inquiry Checklist; OEIC) to measure participants' (students, scientists, and teachers) engagement in scientific practices and proficiencies embedded within an inquiry cycle I collaborated with an expert-group to establish the OEIC's construct and content validities. An inter-rater reliability coefficient of 0.92 was established by scientists and a split half analysis was used to determine the instruments' internal consistency (Spearman-Brown coefficient of 0.96). Next, I used the OEIC to evaluate inquiry cycle engagement by the participants who used the PS online platform designed by the Botanical Society of America which facilitated communication between participants. Students provided more evidence of engagement in the earlier phases of an inquiry cycle. Scientists showed a similar trend but emphasized experimental design and procedures. Teachers rarely engaged online. Exemplary students' outcomes followed similar inquiry cycle trends, but with more evidence of engagement with one notable difference. Exemplary students provided evidence for extensive engagement in immersion activities, implicating immersion as a crucial component of successful inquiry cycle engagement. I also compared engagement outcomes of students whose teachers attended the PD experience to the students of teachers who did not attend PD. Differences found between the two groups occurred throughout the inquiry cycle, typically associated with experiences provided during the PD. As a result of this research I have several recommendations about revisions to the PS online platform and use of approaches to assure students development of scientific practices and proficiencies. The recommendations include additional scaffolding of the platform, explicit inquiry cycle instruction, and continued opportunities for teachers to engage in PD experiences provided by PS. Inquiry On-line Learning Online Learning Cyber-learning Asynchronous Discourse Reformed-based teaching and learning PlantingScience Secondary Science Students Mentoring Student Engagement Inquiry-based teaching and learning Professional Development Scientific Practices and Proficiencies Assessment Student Outcomes Inquiry Cycle
12	Supporting Teacher and Student Competency with Scientific Practices Through Lesson Study Bowers, Jonathan Robert 22 May 2019 (has links) No description available. Science Education Secondary Education Teacher Education Teaching Education Education Science Education Secondary Education Teacher Education Scientific Practices Argumentation Scientific Modeling Professional Development Professional Learning Lesson Study Pedagogical Design Capacity Teacher Self-Efficacy
13	Vygotsky Circle during the Decade of 1931-1941: Toward an Integrative Science of Mind, Brain, and Education Yasnitsky, Anton 25 February 2010 (has links) This dissertation presents a study of the scientific practices of the circle of Vygotsky’s closest collaborators and students during the decade of the 1930s-and including the early 1940s (until Germany’s invasion of the Soviet Union and the beginning of the Great Patriotic War in 1941). The notion of Vygotsky Circle is introduced in this work and is explicitly distinguished from a traditional—yet frequently criticised—notion of “the school of Vygotsky-Leontiev-Luria”. The scientific practices of the Vygotsky Circle are discussed here as the unity of a) social and interpersonal relations, b) the practices of empirical scientific research, and c) discursive practices of the Soviet science—more specifically, the “Stalinist Science” of the 1930s. Thus, this study analyzes the social and interpersonal relations between the members of the Vygotsky Circle and the evolution of this circle in the social context of Soviet science during the decade of 1930s; various practices of empirical scientific research conducted by the members of the Vygotsky Circle were also overviewed. Finally, discursive practices of the Soviet scientific “doublespeak” were discussed and illustrated with several examples borrowed from publications of the time. Vygotsky Luria Scientific circle history of psychology cultural-historical psychology Vygotskian studies scientific practices doublespeak scientific discourse Stalinist science Soviet Union psychoneurological sciences Galperin Zaporozhets Zinchenko Bozhovich Zeigarnik Lebedinsky Bassin Leontiev activity theory Soviet psychology 0621 0509 0724 0620 0622 0525 0451 0681 0758 0460 0382 0347 0520 0350
14	Vygotsky Circle during the Decade of 1931-1941: Toward an Integrative Science of Mind, Brain, and Education Yasnitsky, Anton 25 February 2010 (has links) This dissertation presents a study of the scientific practices of the circle of Vygotsky’s closest collaborators and students during the decade of the 1930s-and including the early 1940s (until Germany’s invasion of the Soviet Union and the beginning of the Great Patriotic War in 1941). The notion of Vygotsky Circle is introduced in this work and is explicitly distinguished from a traditional—yet frequently criticised—notion of “the school of Vygotsky-Leontiev-Luria”. The scientific practices of the Vygotsky Circle are discussed here as the unity of a) social and interpersonal relations, b) the practices of empirical scientific research, and c) discursive practices of the Soviet science—more specifically, the “Stalinist Science” of the 1930s. Thus, this study analyzes the social and interpersonal relations between the members of the Vygotsky Circle and the evolution of this circle in the social context of Soviet science during the decade of 1930s; various practices of empirical scientific research conducted by the members of the Vygotsky Circle were also overviewed. Finally, discursive practices of the Soviet scientific “doublespeak” were discussed and illustrated with several examples borrowed from publications of the time. Vygotsky Luria Scientific circle history of psychology cultural-historical psychology Vygotskian studies scientific practices doublespeak scientific discourse Stalinist science Soviet Union psychoneurological sciences Galperin Zaporozhets Zinchenko Bozhovich Zeigarnik Lebedinsky Bassin Leontiev activity theory Soviet psychology 0621 0509 0724 0620 0622 0525 0451 0681 0758 0460 0382 0347 0520 0350

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