It has long been accepted by science education research that science inquiry in the classroom is essential to the development of a deep understanding of the nature of science and the world around us. In an effort to understand the relationship between science inquiry, science process skills, the nature of science and science and engineering fairs, this mixed methods study qualitatively explores teaching strategies of exemplary science and engineering teachers (N=6) who mentored several International Science and Engineering Fair finalists within a 10 year period (2004-2014). The quantitative portion of this research explored the relationship between science fair participation and academic achievement. Using the theoretical framework of modern expectancy-value theory, 5 themes emerged. All believed: 1) there is intrinsic value in science inquiry and science fair; 2) all included strategic engagement opportunities for students; 3) intrinsic value and motivation potentially lead to increased academic aptitude; 4) the benefits of science inquiry and science fair outweigh costs; and 5) there is a link between intrinsic value in science and engineering fair and utility value. Of the schools (N=31) identified for the quantitative study, demographic analysis (gender, ethnicity, socio-economic statics, and size of school) narrowed to 8 treatment schools with one control school indicated no statistical relationship between academic performance on a standardized state science examination and science fair participation. An ad hoc study indicated the standardized testing instrument was not an adequate measurement of the level of inquiry included in a science and engineering fair project. In conclusion, a list comprised of exemplary science and engineering fair suggestions was formulated to include descriptions of similar teaching strategies or issues among the exemplary science and engineering fair teachers with intentions of increasing science inquiry or the nature of science in the classroom through the science and engineering fair framework.

This dissertation explores how oral communication is perceived and used by five teachers at a secondary school in Malmö. Through qualitative interviews with the teachers, this paper aims to find a deeper understanding of their view on teaching. By looking at oral communication theories, sociocultural theories, a theory on discursive space and a recent study regarding English as a subject in Swedish secondary schools, it examines how the interviewees approach teaching. Based on the results, this paper will discuss how the teachers in this study initiate meaningful oral communication and how they view their own role as promoters of an oral communicative and inclusive learning environment.The results show that the teachers’ thoughts concerning oral communication to a large extent seem to agree with the theoretical basis presented in this study. However, the teachers claim to be restricted by external factors. The results show that the teachers in this study find working with oral communication very time consuming. According to them, their lessons are too short and the classes are too big. Therefore they find it difficult to create an ideal learning environment. The teachers try to motivate and encourage their students through creating tasks that are interesting from the students’ point of view. In order to give every student the opportunity to speak, dividing them into groups during speaking activities is preferred. Furthermore, the teachers point out that the students’ personalities also are important factors to take into account, since some students are more reserved then others. Finally, the teachers aim to be supportive during oral activities, although the lack of time seems to be a restraint. They find it hard to manage their big classes and to be supportive to the individual student at the same time.

Studien belyser fem svensklärares uppfattningar om textskapande i den egna skrivundervisningen i årskurs 4-6. Vidare uppmärksammas även lärarnas uppfattningar angående stöttning av elever i skrivsvårigheter.  För att främja utvecklingen av elevers textskpande behöver lärare göra medvetna val i sin skrivundervisning. Lärare behöver dessutom vara medvetna om vilken typ av stöttning olika elever är i behov av. Den sociokulturella teorin utgör teoretisk ansats i studien. Studien är kvalitativ med en fenomenografisk ansats och metod för datainsamling är semistrukturerade intervjuer. Urvalet består av fem svensklärare i årskurs 4-6. Resultatet visar att lärare använder sig av olika undervisningsstrategier för att främja elevers textskapande. Flera av de identifierade undervisningsstrategierna   känns igen ifrån tidigare forskning om skrivutveckling. Resultatet visar dessutom att lärare använder sig av genrepedagogik för att öka elevers förståelse för olika texttyper. Respondenterna stöttar elever i skrivsvårigheter genom digitala hjälpmedel, återkoppling och genom att höja deras motivation. En dragen slutsats av studien är att respondenterna är väl medvetna om sin skrivundervisning och gör medvetna val för att möjliggöra lärande. Ytterligare en dragen slutsats är att lärare använder sig av olika undervisningsstrategier även för elever som inte är i skrivsvårigheter. Det är ibland svårt att skilja på vilka strategier som används till alla och vilka som används specifikt till elever i skrivsvårigheter. / This study illustrates perceptions about writing lessons and text creation of five teachers in the Swedish subject. Further, the essay illustrates teachers’ perceptions about writing difficulties and students in writing difficulties. To present students the opportunity to develop their writing skills, teachers need to make conscious choices before their writing lessons. Further, teachers need to be aware of how they can adjust their support for every student needs. Simple View of Writing and The Sociocultural Theory is two theories that is recurrent the whole essay. The term scaffolding has also a central part of this essay. A qualitative study with a phenomenological approach has been made. The material has been collected with help of semi-structured interviews with five teachers of the Swedish subject in grade 4-6. The result shows that teachers use several different teaching strategies to facilitate students text creation. Several of the identified teaching strategies can be recognized in earlier research concerning writing development. Furthermore, the result illuminates the usage of genre pedagogy as a means to increase the students understanding of different types of texts. The result shows that the respondents support students with usage of digital aid, feedback and through increase their motivation.  A conclusion that can be drawn is that the respondents are aware of their writing lessons and make conscious choices to enable learning. Another conclusion that can be drawn is that the teachers use different teaching strategies for students without writing difficulties as well. One may find it difficult to separate the strategies used for the class in general from the ones used specifically for students with writing difficulties.

The integration of Information and Communication Technologies (ICT) in educationhas attracted considerable attention in recent years, as well as in the context ofsustainability education. This thesis examines the attitudes of Greek teachers towardsteaching sustainability with ICT. The study employs a qualitative research, utilizingsemi-structured interviews as the main method of data collection. Drawing on existingtheories and research, the study focuses on three areas: the positives of using ICT insustainability education, the challenges faced by teachers, and the combination ofanalogue and digital media in sustainability teaching.By examining these attitudes, this thesis contributes to the existing body of knowledgeon the effective practices of sustainability education. It emphasizes the need for trainingprograms for teachers in digital literacy and addresses the challenges related to theimplementation of ICT. In addition, it highlights the importance of the combination ofanalogue and digital media in creating an inclusive and engaging learning experiencethat strengthens students’ environmental awareness, critical thinking and actionstowards a more sustainable future.

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The spacing effect is one of the most remarkable and reliable phenomenon to emerge from the experimental research in learning and memory. In fact, over the past 100 years it has been demonstrated with a wide range of learning paradigms, materials, and participants. Not surprisingly, several researchers have outlined suggestions for its application to the classroom (e.g., Demspter, 1988; Rohrer & Pashler, 2007). However, while it is important that educational practices are grounded in research, it is equally important that researchers consider established teaching practices when formulating experiments. This point is especially pertinent to the research on the spacing effect because despite its 100 year history, there are relatively few ecologically valid demonstrations of its effect. The primary purpose of this study was to examine the congruence between teaching practices with respect to repetition and the timing of repetitions, and research methodologies used in studies of the spacing effect. Specifically, the research objectives of this study were to investigate teachers': 1) self-reported use and opinion of repetition as a teaching strategy, 2) self-reported preferences and beliefs regarding massed versus distributed methods of teaching, and 3) self-reported beliefs about the ecological validity of massed versus distributed teaching methods. Data for this study were gathered from 303 US teachers who completed a self-report web-based survey. While results revealed that teachers reported to use repetition in their classrooms, reported reasons for using repetition varied by grade level taught. With respect to the timing of repetitions, results indicated that teachers are knowledgeable of the benefits to memory of spaced repetitions. Interestingly, principles of the spacing effect were often reported as impractical to use in the classroom, and massed methods of teaching were overwhelmingly viewed as more ecologically valid. Results suggest the that breakdown between the research on the spacing effect and educational practice may not stem from lack of knowledge on part of the teachers, but rather from a lack of congruence between teaching practices and research methodologies. Important implications for researchers seeking to conduct ecologically valid demonstrations of the spacing effect are discussed. / Educational Psychology

The purpose of this study was fourfold: to further our understanding of the effect of training on teachers' use of "bridging strategies"; to identify variables that influence teachers' use of the strategies; to explore the feasibility of using the Bridging Strategy Rating Scale (BSRS) as a feedback/evaluation tool for members of the child care and school community; to establish which strategies were least/most used. A series of two-way, 2 x 2, ANDV As, !-tests, and descriptive statistics revealed that training was partially effective in assisting teachers in their use of the "bridging strategies"; comfort with, clarity of concept, and simplicity, were identified contextual variables that influenced teachers' use of some of the strategies. T-test of control group's pretest and posttest mean score was statistically significant whereas the experimental group's was at a level that approached significance. Observing, validating, participating/conversing, managing/organizing/providing were the most used strategies and extending, problem initiating, role modeling and instructing were the least used. Interpretations and implications for early childhood teacher educators are discussed. / Ph. D.

This qualitative study was designed to investigate the influences on nontraditional pre-service teachers as they negotiated the teaching of science in elementary school. Based upon a sociocultural theoretical framework with an identity-in-practice lens, these influences included beliefs about science teaching, life experiences, and the impact of the teacher preparation program. The study sample consisted of two nontraditional pre-service teachers who were student teaching in an elementary classroom. Data, collected over a five-month period, included in-depth individual interviews, classroom observations, audio recordings, and reviews of documentations. Interviews focused on the participants' beliefs relating to the teaching of science, prior experiences, and their teacher preparation program experiences relating to the teaching of science. Classroom observations provided additional insights into the classroom setting, participants' teaching strategies, and participants' interactions with the students and cooperating teacher. A whole-text analysis of the interview transcripts, observational field notes, audio recordings, and documents generated eight major categories: beliefs about science teaching, role of family, teaching science int he classroom, teacher identity, non-teacher identity, relationships with others, discourse of classroom teaching, and discourses of teachers. The following significant findings emerged from the data: (a) the identity of nontraditional student teachers as science teachers related to early life experiences in science classes; (b) the identity of nontraditional student teachers as science teachers was influenced by their role as parents; (c) nontraditional student teachers learned strategies that supported their beliefs about inquiry learning; and (d) nontraditional student teachers valued the teach preparation program support system. The results from this qualitative study suggest that sociocultural theory with an identity-in-practice lens provides a theoretical frame work for understanding the influences that affect why nontraditional pre-service teachers select strategies to teach science in the elementary classroom. / Ph. D.

The dynamics of successfully integrating science, technology/engineering and math content, practice, and delivery in K-12 education is still evolving. "A number of questions remain about the best methods by which to effectively teach engineering at the K-12 level and how they play into the integration of other STEM disciplines" (Moore, Glancy, Tank, Kersten, Smith, and Stohlmann, 2014). The International Technology and Engineering Educators Association (ITEEA) has declared that technology and engineering within STEM education as delivered by the technology education content area is defined by the Standards for Technological Literacy™ (ITEEA, 2000). Lack of applied technology/engineering pedagogical content knowledge via technology teacher collaboration may be excluding valuable contributions to more effective STEM teaching and learning. Absence of developed and identified perceptions resulting from such collaborations could be an impediment to application of valuable technology/engineering practices, beliefs, content, and structure within integrated STEM instruction. Collaboration inclusive of all STEM subject teachers is critical to effective practice and delivery of integrated STEM teaching. To achieve this, integrated STEM experiences need "to be researched and evaluated to build knowledge and understanding about the effectiveness of these experiences in promoting STEM learning and engagement within and across disciplines." (Honey et al., 2014). The purpose of this study was to examine and identify science, math, and technology education teacher perceptions of technology/engineering education influence within existing STEM collaborations. The objective was to provide useful information pertinent to further improving STEM education practice and effectiveness. A three round, mixed method, Delphi approach was employed to determine common perceptions among all STEM teachers included in this study. Consensus among study participants identified strategies specific to technology/engineering education that were perceived to positively impact STEM education. The results of this study illustrate that content, practice, and pedagogical attributes specific to technology education do exist and that those attributes are perceived to enhance student learning of STEM content and practice. Synthesized from initial qualitative responses in Round One, of the 28 presented technology/engineering strategies, 24 achieved consensus as determined by an applied two factor threshold of a 7.5 median agreement score and interquartile rating of 2.0 or less from among all participants. In a comparison of represented STEM subjects taught, there also appeared significant agreement among all groups. The level of agreement between science and the other groups was weakest, although still sizeable. Engineering design knowledge, skilled use of tools and materials to produce models and prototypes, promotion of designerly critical thinking and problem-solving skills, and both tacit and contextual knowledge of technology and engineering applications were found to be general themes specific to technology/engineering education teachers. / Doctor of Philosophy / The acronym STEM as it applies to education represents a theoretical and practical construct inclusive of Science, Technology, Engineering and Math education. While seemingly a straight-forward concept, wide-spread practice of integrating all of the incorporated subjects is infrequently evident. Inclusion of technology and engineering education subject matter is most often absent in STEM teaching. A myriad of factors such as historical practice, unequal numbers of available teachers across all STEM subjects, longstanding academic tradition, structural and procedural paradigms of school management, and general resistance to change appear to impinge on development of STEM models inclusive of technology/engineering education. Content and practice of all STEM subjects can be both autonomous and interdependent. A challenge is to both recognize the existence of subject specific content and practice while also developing understanding of how interdisciplinary relationships between STEM subjects can enhance teaching and learning. Lack of applied technology/engineering pedagogical content knowledge via technology/engineering teachers included within STEM collaborations may be excluding valuable contributions to more effective STEM teaching and learning. While instances of STEM teaching inclusive of technology/engineering education are not common, they do exist. Research is needed to identify content and practices specific to technology/engineering education toward determining if those elements positively impact STEM education. The purpose of this study was to identify science, math, and technology education teacher perceptions of technology/engineering education when included within existing STEM collaborations. The objective was to identify strategies specific to technology/engineering education perceived to positively impact STEM education experiences. STEM teachers of all subjects having participated in fully inclusive collaborations served as study participants and were queried to determine consensus regarding strategies specific to technology/engineering education that were perceived to positively impact STEM education. The results of this study determined content, practice, and pedagogical attributes specific to technology education. Based upon initial qualitative responses in Round One, 24 of 28 identified technology/engineering education strategies were agreed upon as attributes primary to technology/engineering education. Several themes emerged from the 24 strategies. These themes included engineering design knowledge, skilled use of tools and materials to produce models and prototypes, promotion of designerly critical thinking and problem-solving skills, and both tacit and contextual knowledge of technology and engineering applications. In comparisons organized by subject matter, there appeared significant levels of agreement between each of the groups.