This thesis examines how discourses of biology textbooks can work to constitute various kinds of subjectivities. Using a Foucauldian archaeological approach to discourse analysis I examine how four Ontario secondary school biology textbooks discursively delimit what can be thought and acted upon, and in the process work to partially constitute students/teachers as sex/gendered; neocolonial; neoliberal (and a subject of work), and ethical subjects and subjectivities. This thesis engages the topic of how discourse can constitute subjectivity in science in three basic ways: First, on a theoretical level, in terms of working out an understanding of subject constitution/interpellation that would also be useful when engaging with other sociopolitical and ethical questions in science education. Secondly, in terms of an empirically based critical discourse analysis that examines how various statements within these four textbooks could set limits on what is possible for students to think and act upon in relation to themselves, science, and the world. Thirdly, this thesis represents a narrative of scholarly development that moves from an engagement of my personal experiences in science education and current science education literature towards the general politico-philosophical topic of subjectivity and biopolitics. This thesis begins with a discussion of my experiences as a science teacher, a review of relevant science education literature, and considerations of subjectivity that relate specifically ii to the specific methodological approach I employ when examining these textbooks. After this I present five chapters, each of which can be thought of as a somewhat separate analysis concerning how the discourses of these textbooks can work to constitute specific subjectivities (each involving different theoretical/methodological considerations). I conclude with a reflection/synthesis chapter and a call to see science education as a site for biopolitical struggle.

This thesis examines how discourses of biology textbooks can work to constitute various kinds of subjectivities. Using a Foucauldian archaeological approach to discourse analysis I examine how four Ontario secondary school biology textbooks discursively delimit what can be thought and acted upon, and in the process work to partially constitute students/teachers as sex/gendered; neocolonial; neoliberal (and a subject of work), and ethical subjects and subjectivities. This thesis engages the topic of how discourse can constitute subjectivity in science in three basic ways: First, on a theoretical level, in terms of working out an understanding of subject constitution/interpellation that would also be useful when engaging with other sociopolitical and ethical questions in science education. Secondly, in terms of an empirically based critical discourse analysis that examines how various statements within these four textbooks could set limits on what is possible for students to think and act upon in relation to themselves, science, and the world. Thirdly, this thesis represents a narrative of scholarly development that moves from an engagement of my personal experiences in science education and current science education literature towards the general politico-philosophical topic of subjectivity and biopolitics. This thesis begins with a discussion of my experiences as a science teacher, a review of relevant science education literature, and considerations of subjectivity that relate specifically ii to the specific methodological approach I employ when examining these textbooks. After this I present five chapters, each of which can be thought of as a somewhat separate analysis concerning how the discourses of these textbooks can work to constitute specific subjectivities (each involving different theoretical/methodological considerations). I conclude with a reflection/synthesis chapter and a call to see science education as a site for biopolitical struggle.

<p>In the 21^st century, school libraries are under pressure to innovate. Library budgets are frequently slashed as districts struggle with limited fiscal resources, while library personnel are increasingly expected to provide students with resources they need to help them pass high stakes tests. In an effort to meet student needs with limited resources, many school librarians are using parent volunteers in different capacities. This dissertation explores how three school librarians in different school settings recruited, trained, and used their parent volunteers through the use of an exploratory case study. The researcher conducted observations and semi structured interviews to gain the perspectives of volunteers and librarians regarding the use of volunteers in school libraries. The collection of schedules, photographs, newsletters, and other artifacts enabled the researcher to create a description of three different library volunteer programs. This dissertation explores the motivations of volunteers who participate in volunteer programs, and describes the challenges of operating and maintaining library volunteer programs. Key findings emerged regarding the wishes of parent volunteers to develop authentic partnerships with school staff to engage students in meaningful student learning. Stakeholders interested in establishing or modifying their own volunteer programs could use this data to inform them as they structure school library volunteer programs. </p>

The purpose of this study was to investigate how purposeful metacognitive instruction affected students’ use of metacognitive skills and their abilities to solve complex chemistry problems. The pilot (n = 18 to 26) and study (n = 21) groups were enrolled in separate Ontario Grade 11 university preparation chemistry classes. A quasi-experimental intervention was implemented, using the pilot study as a control. A Metacognitive Framework that outlined metacognitive skills specific to problem solving in chemistry formed the foundation for the intervention. Pre- and post-test self report questionnaires measuring students’ use of metacognitive skills (MCAI) and the problem solving tasks (i.e., PSTs) were used to measure the impact of the intervention. Data about students’ metacognitive and problem solving processes were also collected for the study group from: (a) think aloud pair problem solving (TAPPS) protocols, (b) an exit interview with the classroom teacher, (c) the students’ lab reports for two design labs, and (d) a survey of students’ use of the Metacognitive Framework. One way repeated measures ANOVA indicated that the pre- and post-test MCAI scores were not significantly different within and between the pilot and study groups. A comparison of the higher and lower achievement subgroups within the study group revealed that over time, the mean scores on the MCAI increased for the higher achievement group and decreased for the lower achievement group. One-way repeated measures ANOVA revealed that the post-test PST scores were significantly higher than the pre-test scores, and the groups differed significantly from each other with the study group scoring higher on both scores. While the statistical analyses revealed few differences, the teacher’s exit interview, TAPPS protocols, pre- and post-test lab reports, and student survey of the Metacognitive Framework indicated that the intervention supported students’ abilities to solve complex chemistry problems and use metacognitive skills associated with planning, monitoring, and evaluation. / Thesis (Master, Education) -- Queen's University, 2011-09-06 21:09:42.036

<p> Over the past several decades, science advocacy organizations have increasingly participated in discussions of the relationship between science and religion to the public, mainly to counteract the resurgence of anti-evolution activities across the country, to address misconceptions and misunderstandings about science and religion, and to help make science more palatable and less threatening to religious believers. These engagements with religion have primarily involved four organizations: the American Association for the Advancement of Science (AAAS), the National Academy of Sciences (NAS), the National Center for Science Education (NCSE), and the Smithsonian National Museum of Natural History (SNMNH). In their engagements with religion, each of these organizations has simultaneously employed two distinct lines of operation: (1) defending science against anti-science religions and movements and (2) engaging science-friendly religions and the religious public. These lines of operation are driven by key objectives and supported by specific strategies and tactics to achieve those objectives, which this paper seeks to explore and analyze. Key findings and recommendations for science advocacy organizations' ongoing and future engagements with religion are provided.</p>

No description available.

<p>A study was conducted at an urban Title I high school in Southern California to explore the effects of clickers on student learning in a chemistry classroom. The study used a teaching strategy that placed students into groups of four to give them the opportunity to participate in active learning. While participating in active learning, the teacher used a 4&ndash;5 item multiple-choice assessment that utilized the question-cycle approach which required students to discuss the question, review and revisit the content before entering responses into individual clickers. Quantitative data was analyzed via an ANCOVA. Results suggest that there is not a relationship between students learning and the use of clickers, per end of unit test. However, when looking at a subgroup of lower performing students (those who had not yet passed the high school exit exam), results suggest that students in the treatment group who used clickers in the question-cycle strategy scored significantly higher on the end of unit test. </p>

The purpose of this research project is to describe how existing communication technologies are used to foster scientific literacy for secondary students. This study develops a new framework as an analytic tool to categorize the activities of teachers and students involved in scientific literacy to describe what elements of scientific literacy are facilitated by such technologies. Four case studies are analyzed using the framework to describe the scientific literacy initiatives. Data collection at each site included interviews with the teacher, student focus groups, student surveys, and classroom observations. Qualitative analysis of the data provided insight into the learning activities and student experiences in the four cases. This study intentionally provides a platform for student voice. Very few previous empirical studies in the area of scientific literacy include the student experience. This represents a significant gap in the current literature on scientific literacy. An interpretation of scientific literacy that promotes student engagement, interaction, and initiative corresponds to a need to listen to students’ perspectives on these experiences. Findings of the study indicated that the classroom activities depended on the teacher’s philosophy regarding scientific literacy. Communication technology was ubiquitous; where the teacher did not initiate the use of social media in the classroom, the students did. The goal of supporting scientific literacy in students is an objective that extends beyond the boundaries of classroom walls, and it can be facilitated by technologies that seem both abundant and underutilized. Technology-enhanced pedagogy altered the classroom practices and resulted in more student participation and engagement. / Thesis (Ph.D, Education) -- Queen's University, 2014-04-28 10:22:27.875

No description available.

The purpose of this case study was to find out how a science teacher employs questions and follow up moves in classroom discourse to facilitate students’ thinking and help them construct scientific knowledge. The study was conducted in a large class setting where the medium of instruction was English although the students were non-native speakers of the language. The teacher participant teaches Year 10 chemistry classes in a Singapore Secondary school. Several lessons covering two topics were observed from one of his classes. / Six lesson episodes that involve a series of teacher-students IRF exchanges were selected from the verbal transcripts of classroom discourse for discussion. These episodes were analyzed interpretively using an analytical framework adapted from Chin’s study. Particular attention was paid to two key aspects of the discourse which facilitated students’ thinking about the scientific concepts, as manifested by students’ verbal responses. These include the initial teacher question and teacher follow up moves in response to the students’ answers. / The findings propose that the use of higher order thinking question (initial question) together with supportive follow up moves facilitate students’ thinking about the scientific concepts at complex cognitive processes such as inferring, comparing, predicting, analyzing and evaluating. Supportive follow up moves involve applying follow up questions that require students to perform various functions such as clarify, elaborate or justify their answers. In addition, the use of these follow up moves can assist the teacher to shift discourse practices towards a class-based discussion. The thesis concludes by suggesting practical advice for science teachers regarding teacher questioning in classroom discourse to facilitate students’ thinking, and providing several recommendations for future research.