The purpose of this qualitative case study was to explore the patterns of Saudi Arabian elementary female science teachers’ understanding and knowledge of critical thinking, as well as their perceptions towards critical thinking guidelines in the course of their lesson plans. The research questions that guided this study were: 1. How female elementary science teachers perceive the role of critical thinking in science education? 2. How do female science teachers perceive students’ abilities to use critical thinking skills in the classroom? 3. How do female science teachers incorporate and implement critical thinking as an essential objective in lesson planning? This research contains background information about student centered learning and developing critical thinking skills in the classroom. It is becoming increasingly apparent that critical thinking is an important aspect of intellectual development among students. Critical thinking is a crucial skill for students, especially in the STEM fields where problem solving is a large part of the discipline. The sample of this study was three Saudi Arabian elementary female science teachers. I conducted semi-structured interviews and used documents to collect data as well as answer the research questions. The findings revealed that all participants believed of the importance of using critical thinking skills in the classroom. However, the participants had a lack understanding and perception of incorporating students’ critical thinking in their lesson plans.

This qualitative study explores factors affecting the implementation of an elementary science curriculum in three schools in northern Saskatchewan. Data gathered from thirteen elementary level teachers indicate that most teachers interviewed possess a general vision of ideal science teaching and learning close to that presented in the provincial curriculum, but that most teachers believe that they are a considerable distance away from translating that vision into reality. Data indicate that few teachers use the curriculum on a regular basis or possess detailed familiarity with its components.<p>A variety of generic factors not unique to the north are creating challenges for teachers striving to implement the science curriculum. Tight timelines for implementation, as well as challenges such as class size, limited inservice availability, and infrequent networking opprtunities were identified as challenges. Many challenges were linked to the need to refine or acquire skills made more necessary by new curricula, as well as by other provincial and regional initiatives. The need to address such skill deficits is felt by most teachers, but is felt most acutely by those who are not recent graduates of teacher-training programs or those who rely primarily on locally available professional development within the context of the regular school year and setting.<p>Teachers in this study indicated that a greater degree of instructional leadership at the school division and school level would assist them in their efforts to implement mandated changes. Concern was also expressed that little monitoring of the implementation process by either their school division or by the provincial government had taken place.<p>A variety of factors unique to the North were identified as affecting implementation efforts. Teachers found the curriculum to be easily adapted for northern needs, as well as appropriate for students for whom English is a second language. General funding levels and special school division initiatives were also seen as helpful. Respondents, however, identified socioeconomic factors, questionable levels of instructional leadership, as well as distance between community and school as serious challenges to implementation.<p>This study confirms current research indicating that managing changes such as the implementation of an elementary science curriculum is a complex venture necessitating organizational and operational changes at school, school division, and provincial levels to encourage and support efforts to make schools learning organizations for both students and teachers. The study concludes with several recommended areas of further research, as well as with several specific action recommendations to assist with the implementation of new curricula.

This qualitative study explores factors affecting the implementation of an elementary science curriculum in three schools in northern Saskatchewan. Data gathered from thirteen elementary level teachers indicate that most teachers interviewed possess a general vision of ideal science teaching and learning close to that presented in the provincial curriculum, but that most teachers believe that they are a considerable distance away from translating that vision into reality. Data indicate that few teachers use the curriculum on a regular basis or possess detailed familiarity with its components.<p>A variety of generic factors not unique to the north are creating challenges for teachers striving to implement the science curriculum. Tight timelines for implementation, as well as challenges such as class size, limited inservice availability, and infrequent networking opprtunities were identified as challenges. Many challenges were linked to the need to refine or acquire skills made more necessary by new curricula, as well as by other provincial and regional initiatives. The need to address such skill deficits is felt by most teachers, but is felt most acutely by those who are not recent graduates of teacher-training programs or those who rely primarily on locally available professional development within the context of the regular school year and setting.<p>Teachers in this study indicated that a greater degree of instructional leadership at the school division and school level would assist them in their efforts to implement mandated changes. Concern was also expressed that little monitoring of the implementation process by either their school division or by the provincial government had taken place.<p>A variety of factors unique to the North were identified as affecting implementation efforts. Teachers found the curriculum to be easily adapted for northern needs, as well as appropriate for students for whom English is a second language. General funding levels and special school division initiatives were also seen as helpful. Respondents, however, identified socioeconomic factors, questionable levels of instructional leadership, as well as distance between community and school as serious challenges to implementation.<p>This study confirms current research indicating that managing changes such as the implementation of an elementary science curriculum is a complex venture necessitating organizational and operational changes at school, school division, and provincial levels to encourage and support efforts to make schools learning organizations for both students and teachers. The study concludes with several recommended areas of further research, as well as with several specific action recommendations to assist with the implementation of new curricula.

ABSTRACT OF THE DISSERTATION OF Yahya Assiri, for the Doctor of Philosophy degree in Curriculum and Instruction, presented on August 19th, 2016, at Southern Illinois University Carbondale. TITLE: SCIENCE TEACHERS’ KNOWLEDGE, BELIEFS, VALUES, AND CONCERNS OF TEACHING THROUGH INQUIRY MAJOR PROFESSOR: Dr. D. John McIntyre, Professor Emeritus of Curriculum and Instruction, Ed.D., Southern Illinois University Carbondale, Department of Curriculum and Instruction. This study investigated elementary science teachers’ knowledge, beliefs, values, and concerns of teaching through inquiry. A mixed-methods research design was utilized to address the research questions. Since this study was designed as a mixed-methods research approach, the researcher gathered two type of data: quantitative and qualitative. The study was conducted in Mohayel School District, Saudi Arabia. The information was collected from 51 participants using a questionnaire with multiple choice questions; also, 11 participants were interviewed. After collecting the data, descriptive and comparative approaches were used. In addition, themes and codes were used to obtain the results. The results indicated that the mean of elementary science teachers’ knowledge was 51.23%, which was less than 60% which was the acceptable score. Also, the qualitative results showed that science teachers had a limited background of teaching through inquiry. In addition, the elementary science teachers had a high level of belief to teach science through inquiry since the mean was 3.99 out of 5.00. These quantitative results were confirmed by the qualitative data. Moreover, the overall mean of elementary science teachers was 4.01, which indicated that they believed in the importance of teaching science through inquiry which was also confirmed by the responses of teachers in the interviews. Also, the findings indicated that elementary school science teachers had concerns about teaching science through inquiry since the overall mean was 3.53. In addition, the interviewees mentioned that they faced some obstacles when they teach by inquiry, such as time, resources, class size, and the teachers’ background. Generally, the results did not show any significant differences among elementary science teachers’ knowledge, beliefs, values, and concerns depending on gender, level of education, and teaching experience. However, the findings indicated there was one significant difference which was the level of teaching experience between groups: (6-10) years and (11-15) years, and (16- more) and (11-15) years. In addition, the implications and suggestions for future research were provided to enhance teaching science through inquiry.

Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2018-08-20T14:22:40Z No. of bitstreams: 2 Dissertacao_MauriLuísTomkelski.pdf: 2975254 bytes, checksum: ec1514a6c6ba6c65cbb3c018fbad4086 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-20T14:22:40Z (GMT). No. of bitstreams: 2 Dissertacao_MauriLuísTomkelski.pdf: 2975254 bytes, checksum: ec1514a6c6ba6c65cbb3c018fbad4086 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-17 / The systematize research d in this Dissertation was developed in the context of the Science and Mathematics Teaching Postgraduate Program, in the mood of an academic master's degree, and it had the purpose of highlighting the perspectives of insertion of Nano science / Nanotechnology topics emphasized by professors from the areas of Mathematics and Nature sciences of the High School level and Graduation course. To do so, by following a qualitative research approach, it was carried out an analysis of the set of national legal documents (Law of Guidelines and Basis, National Curricular Guidelines, National Curricular Parameters, Educational Guidelines, Resolutions and Opinions), in which this issue is envisaged. A semi-structured questionnaire was also applied to teachers who work with different curricular components at the middle and higher levels. Based on the content analysis conducted, three main perspectives were demonstrated, through which the topics of Nanoscience and Nanotechnology have been being inserted in the teaching practices of these teachers in Undergraduate level and High School: 1) basic approach to develop a content, in which the teacher makes use of the curriculum guidelines for science and math teaching and miscellaneous resources (audio-visual and bibliographic) to plan classroom activities; 2) integrated approach to a curricular content, from which the teacher draws on diverse resources as well as information sources to develop the contents in the classroom by using them directly in the activities with the students and in the course of the content approach Curricular; And 3) a supplementary approach to classroom activities, a perspective by which the teacher seeks to supplement classroom handlings with extra class activities through which students can deepen their knowledge. This approach generally consists of conducting researches or developing seminars on knowledge applications and science and technology products. It is concluded by presenting some propositions of strategies that can be implemented by the Universities and, therefore, creating favorable conditions to provide an initial and continuous training of teachers aiming the needs of Basic and Higher Education in Brazil. / A pesquisa sistematizada nesta Dissertação foi desenvolvida no contexto do Programa de Pós-graduação em Ensino de Ciências e Matemática, na modalidade de mestrado acadêmico, e teve o objetivo de evidenciar as perspectivas de inserção de tópicos de Nanociência/Nanotecnologia destacadas por professores das áreas de matemática e ciências da natureza do Ensino Médio e Superior. Para tanto, seguindo uma abordagem qualitativa de pesquisa, foi realizada uma análise do conjunto de documentos legais nacionais (Lei de Diretrizes e Base, Diretrizes Curriculares Nacionais, Parâmetros Curriculares Nacionais, Orientações Educacionais, Resoluções e Pareceres), nas quais essa temática é contemplada. Também foi aplicado um questionário semiestruturado a professores que atuam em diferentes componentes curriculares em nível médio e superior. A partir da análise de conteúdo realizada, foram evidenciadas três perspectivas principais, mediante as quais os tópicos de Nanociências e Nanotecnologia vêm sendo inseridos nas práticas desses professores no Ensino Médio e Superior: 1) abordagem de base para desenvolver um conteúdo, em que o professor recorre às diretrizes curriculares relativas ao ensino de ciências e matemática e recursos diversos (audiovisuais e bibliográficos) para planejar as atividades de sala de aula; 2) abordagem integrada a um conteúdo curricular, a partir da qual o professor apoia-se em recursos diversos e fontes de informação para desenvolver os conteúdos em sala de aula, utilizando-os diretamente nas atividades com os estudantes e no decorrer da abordagem do conteúdo curricular; e 3) abordagem suplementar às atividades de sala de aula, perspectiva esta mediante a qual o professor busca suplementar as abordagens de sala de aula com atividades extraclasse por meio das quais os estudantes podem aprofundar os conhecimentos. Essa abordagem consiste, em geral, na realização de pesquisas ou desenvolvimento de seminários sobre aplicações de conhecimentos e produtos das ciências e tecnologia. Finaliza-se apresentando algumas proposições de estratégias que podem ser implementadas pelas Universidades e, dessa forma, criar condições favoráveis para proporcionar uma formação inicial e continuada de professores direcionada às necessidades da Educação Básica e Educação Superior no Brasil.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-25T15:46:43Z No. of bitstreams: 1 pauloricardodasilva.pdf: 897590 bytes, checksum: 5162ce0ba969b8a3bb454bc53bdbff98 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-03-03T13:31:45Z (GMT) No. of bitstreams: 1 pauloricardodasilva.pdf: 897590 bytes, checksum: 5162ce0ba969b8a3bb454bc53bdbff98 (MD5) / Made available in DSpace on 2016-03-03T13:31:45Z (GMT). No. of bitstreams: 1 pauloricardodasilva.pdf: 897590 bytes, checksum: 5162ce0ba969b8a3bb454bc53bdbff98 (MD5) Previous issue date: 2014-02-19 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A disciplina Ciências surgiu como obrigatória no currículo brasileiro da Educação Básica na década de 1930, tendo a perspectiva de integração dos conhecimentos das áreas de Biologia, da Física e da Química desde o início. Contudo, desde sua criação, poucas instituições de ensino superior se propuseram a formar professores com o perfil esperado, ou seja, para atuação no ensino fundamental, atualmente do 6º ao 9º ano. Entretanto, percebe-se que a formação de professores para este nível vem sendo realizada pelas licenciaturas em Biologia, Física e Química cujo foco é a preparação para atuação no ensino médio. Portanto, tendo em vista este quadro, discutimos neste trabalho sobre os possíveis desafios para a atuação de professores que lecionam a disciplina Ciências. Os dados foram obtidos por questionários e entrevistas semi-estruturadas realizadas com um grupo de professores que lecionam a disciplina e foram analisados segundo o referencial da Análise de Conteúdo. Quanto ao curso de graduação dos sujeitos, verificamos predomínio de formação em Biologia; encontramos divergências entre as concepções sobre o ensino de ciências e as orientações presentes em documentos curriculares (PCN e CBC), reforçando a divisão em Biologia, Física e Química; verificamos ainda dificuldades em abordar conteúdos da Física e da Química, além de formação pedagógica limitada para atuação na disciplina Ciências. Contudo, apresentaram concepções sobre interdisciplinaridade que, se por um lado se distanciam do campo científico, por outro, são compatíveis com as características do campo escolar. Entretanto, tais concepções ainda carecem de um embasamento teórico. Assim, foi possível caracterizar um quadro com vários desafios para a atuação dos sujeitos investigados. Dessa maneira, entendemos que para uma atuação mais alinhada com os objetivos da disciplina Ciências, considerando os documentos oficiais brasileiros e para a superação dos desafios encontrados pelos professores, é necessária a implementação de práticas docentes interdisciplinares mais efetivas em cursos que formam professores que atuarão na disciplina Ciências, além de investimentos na criação de licenciaturas que propiciem uma formação específica para a atuação na disciplina Ciências do 6º ao 9º ano. / The subject of Science emerged as a compulsory course in the Brazilian Basic Schooling at the 1930‟s, having as its perspective the connection with the knowledge of Biology, Physics and Chemistry fields since its beginning. However, since the creation of this course, few high educational have proposed to train teachers with the expected profile, in other words, to act at the elementary schooling, nowadays from the 6th to the 9th grade. Nevertheless it is noticed that this training has been carried out by graduation courses such as Biology, Physics and Chemistry of which the focus is the preparation for teaching at High School. Therefore, having in mind this situation, in this work we discuss the possible challenges for teachers who work with the Science subject. The data were obtained through surveys and semi-structured interviews with a group of teachers who work with this subject and were analyzed according to the referential of the Subject Analysis. As for the graduation courses of the individuals, we verified a predominance of a Biology schooling; we found out divergences between the conceptions about the Science teaching and the guidelines presented in official curriculum documents (PCN and CBC), reinforcing the division in Biology, Physics and Chemistry; we also verified difficulties on approaching Physics and Chemistry subjects beyond the pedagogical schooling limited to act with the Science subject. However, they presented conceptions about interdisciplinarity that, if on the one hand they are far away from the scientific field, on the other hand, they are consistent with the characteristics of the school field. Nevertheless such conceptions still have a lack of theoretical background. Thus, it was possible to characterize a framework with many challenges for the acting of the investigated individuals. So, we understand that to act in a proper way, according to the Science curriculum goals, considering the Brazilian official documents and to overcome the challenges faced by the teachers, it is necessary the implementation of more effective interdisciplinary teaching practices in courses which are responsible to graduate teachers who are going to work with Science Subject as well as investments on the creation of graduation courses which propitiate a specific schooling to work with the Science Subject from 6th to 9th grades.

The objective of the empirical study was to explore which teaching methods science teachers in elementary schools describe that they use and the effects these methods have on student motivation towards the subject, according to these teachers. The study is based on the socio constructivism perspective while also correlating pragmatism and cognitive constructivism in relation to teaching methods in science lessons. Semi-structured interviews have been conducted with experienced and skilled elementary science teachers from around the district of Jönköping. Through the interviews the teachers gave accounts and descriptions of teaching choices they make for their lessons. They also accounted for the tangible effects these methods had on students’ motivation in the subject. As per the results of this study, it is perceived that the interviewed teachers base their teaching on the previously described learning theories. As they are a vital part of our education and learning in Sweden it is fair to point out that the integrating of these teaching and learning theories fit different scenarios of learning differently. Therefore, they absolutely need not necessarily be considered as contradicting each other as much as complementing the other as evidently shown in the study. Because learning theories have differing focus in learning, teachers would be well placed in their pedagogical aspirations by using different learning perspectives to be able to cater for different aspects of learning. Furthermore, different curriculum needs may require different theoretical learning focus. The teachers’ descriptions about their teaching methods suggest that they seek theoretical support and inspiration from various learning theories, more so, in this study, from sociocultural perspective and through pragmatism. This study has also revealed that the teachers make use of an accumulated repertoire of subject know-how and are actively using it in various ways to impact student learning and motivation. As teachers, the right attitude would be to understand which methods fit the class dynamic as this will affect student engagement and subsequently, performance and motivation. It is clear therefore, that the need to adapt teaching to cater for students’ individual needs should be deemed a good reason to help unlock students’ potential in their quest for knowledge acquisition

The thesis deals with creation of worksheets for high school students who have attended the iQlandia science centre. There are the types of worksheets and tasks described in the first part of the thesis. Principles which should be held in the process of the worksheet creation are mentioned, too. The second part is dedicated to six worksheets created under the terms of the thesis assignment. There are didactic notes and comments added to all explanatory paragraphs and tasks contained in worksheets. All worksheets were tested at three high schools and were filled by stu-dents aged from 15 to 17 years. The percentage success of students in each task is mentioned in its description, too. A questionnaire was a part of the testing phase. Results coming from this small search are analysed in the thesis. All worksheets in-cluding their solution will be freely available at the website of the iClandia science centre. Powered by TCPDF (www.tcpdf.org)

Arbetets syfte är att få en bättre förståelse för vilka kunskaper och attityder som påverkar lärares undervisning i skolämnet fysik, och även att undersöka hur kunskaperna och attityderna påverkar varandra. För att undersöka detta använder vi två modeller som analysverktyg: TPACK, en modell för: teknologisk, pedagogisk och ämnesmässig kunskap (Mishra & Koehler, 2006), samt attitydmodellen Attitude Toward Teaching Science (van Aalderen-Smeets, van der Molen & Asma, 2011). Underlaget för våra analyser är fem lärare på olika skolor som undervisar ämnet NO i årskurs 4–6 i sydvästra Skåne. Vi använder oss av kvalitativ undersökningsmetod i form av semistrukturerade intervjuer med lärarna. I våra slutsatser kommer vi fram till att de intervjuade lärarna använder sina TPACK-kunskaper på olika sätt, och att om någon av lärarnas ämnesmässiga eller teknologiska kunskaper brister så kan det till viss del kompenseras av lärarens pedagogiska kunskap. Vi finner också att lärarnas attityder och fysiska förutsättningar (tillgång eller brist på material) är faktorer som kan förstärka eller försvaga deras TPACK-kunskapers användning.

Este trabalho investiga a interação do professor de ciências com suportes de divulgação científica (DC). A DC não é produzida visando atingir o ensino formal, todavia é um recurso frequente em aulas de ciências. A inclusão da DC em situações formais de ensino requer preparo e criatividade do professor, de modo que antes de ser utilizado, este deve conhecer o suporte e adequá-lo aos objetivos educacionais e propósitos de ensino. Esse processo ocorre em duas etapas principais, a primeira delimitada pelo acesso e consumo da DC e a segunda pelo uso em situações de ensino, que ocorre após a apropriação da DC como ferramenta cultural. Desse modo, o objetivo desse trabalho é investigar a apropriação da DC por professores de ciências. Para isso, o trabalho investiga um curso de especialização de professores por meio de perspectivas socioculturais e metodologias quantitativas e qualitativas. A investigação analisa 400 sequências didáticas produzidas por professores de ciências do estado de São Paulo, buscando evidenciar quais os principais suportes de DC utilizados, bem como os propósitos de ensino para as atividades que usam esse recurso. Além disso, realiza-se um estudo de caso que investiga as situações de uso de suportes de DC em uma sala de aula do nono ano do ensino fundamental. Nessa investigação, as aulas foram registradas em áudio e vídeo e os episódios analisados com base nas contribuições do círculo de Bakhtin. Os resultados de nossas análises possibilitaram encontrar os principais propósitos de ensino para o uso de DC, bem como os principais suportes utilizados pelos professores de ciências. Além disso, observamos e caracterizamos as principais formas de utilização da DC em situações de ensino, no caso, o professor por meio de diferentes estratégias compõe a narrativa por meio do discurso alheio, usufruindo de diversas tipologias de discurso citado, dentre principais, o discurso direto; discurso indireto e discurso indireto-livre. / This study investigates the interaction of the science teacher with public understanding of science (PUS). The PUS is not produced aimed at achieving formal education, but it is frequently used in science lessons. The inclusion of PUS in formal teaching situations requires training and creativity of the teacher, so that prior to use, he must access the material and adapt it to educational goals and to teaching purposes. This process occurs especially in two stages, the first delimited by the access and consumption of PUS and the second by using it in teaching situations, that occurs after the appropriation of PUS as a cultural tool. Thus, the aim of this study is to investigate the appropriation of PUS by science teachers. Hence, this work also investigates a specialization course for science teachers through sociocultural approaches using quantitative and qualitative methodologies. The research analyzes 400 didactic sequences produced by science teachers of the state of São Paulo, seeking for evidence of the main PUS media used as well as the teaching purposes for the activities that use these media. In addition, a case study has been developed in which one investigates the situations of using PUS in a classroom of the ninth year of elementary school. For this study case, lessons have been recorded on audio and video, and the episodes were analyzed based on contributions of the Bakhtin Circle. The results of our analysis allowed to find the main teaching purposes for the use of PUS and the main media used by science teachers. In addition, we characterize the main modes of using PUS in teaching situations, in this case, the teacher through different strategies makes up the narrative through alien discourse, applying different typologies of reported discourses, in which the main are the direct, indirect and quasi-direct.