Philosophiae Doctor - PhD / In all countries, regardless of culture and level of development, science and technology(S&T) are seen as key areas for further material development and welfare. A certain proportion of the population needs to develop S&T-related skills and competences at a high level. But also for the majority, who will not enter such careers, S&T are key subjects to master the challenges in everyday life and for full participation in democracy. In our efforts to make S&T attractive as careers and as a key subject for mastering challenges in everyday life, we need to know more about the interests, concerns and values of the learners.The study of Zimbabwean learners sought to find what students like to learn in science, their interest in science lessons, use of science principles in everyday life and what attitudes they have about the environment. Learners’ attitudes to S&T were also measured by an open ended question that sought their ideas on what they would like to research on if they were scientists.The empirical basis for this thesis is data collected with the ROSE instrument, developed by a team of international scholars in S&T education. Data used in this thesis is from twenty one secondary schools in Zimbabwe (N=734) targeting sixteen year old learners.Comparisons are made with twenty eight other countries.Factor analysis and descriptive statistics has been used to make comparisons of Zimbabwean and international trends.The Zimbabwean sample generally showed a mismatch between their expectations and realities of the science education curriculum. Results suggested that Science education was largely irrelevant to their needs and interests. Many out-of-class experiences were not explored in science classes. However, the sensitivity of learners to significant issues around their lives, such as AIDS and other diseases showed in their wish to research to cure those infected.The newly found voice of the learners will provide new insights on how to improve science education in Zimbabwe in such a way that it is able to meet the hopes, aspirations and the perceived interests, needs and priorities of the learners. Rapid developments in mundane applications of science and technology require that the curriculum negotiates a level that empowers learners to cope with a technologically driven world.For the development of capabilities to understand and use science and technology, either in daily life or study at higher levels the science education debate must periodically consider needs, views and concerns of the learners themselves among other stakeholders.

<p> From a sociocultural point of view, this qualitative case study explored how upper-level, female undergraduate engineering students perceived the possibility of or experience with stereotype threat as shaping their experiences. The study also investigated how these students explained their reasons for choosing their engineering major, the challenges they encountered in the major, and their reasons for persevering in spite of those challenges. Using Steele and Aronson&rsquo;s (1995) stereotype threat theory as a framework, and considering the documented underrepresentation of females in engineering, the study sought to examine how stereotype threat shaped the experiences of these students and if stereotype threat could be considered a valid reason for the underrepresentation. </p><p> The study was conducted at a large, four-year public university. First, students in the College of Engineering and Engineering Technology completed the Participant Screening Survey. Based on responses from the survey, six female engineering students from the college were identified and invited to participate in the study. The participants came from the following majors: Electrical Engineering, Industrial and Systems Engineering, and Mechanical Engineering. After receiving the study consent letter and agreeing to participate, the students were involved in a 90-minute focus group meeting, a 45-minute one-on-one interview, and a 30-minute follow-up interview. </p><p> After conducting the data collection methods, the data were then transcribed, analyzed, and coded for theme development. The themes that emerged coincided with each research question. The themes highlighted the complex interactions and experiences shared by the female engineering majors. </p><p> The female students were enveloped in an environment where there existed an increased risk for activating stereotype threat. In addition, the female students described feeling pushed to prove to themselves and to others that the negative stereotype that &lsquo;females are bad at engineering&rsquo; was untrue. The findings illustrated the need for systematic changes at the university level. Intervention recommendations were provided. In regards to female underrepresentation in science fields, including engineering, stereotype threat certainly had the potential to cause the female students to question themselves, their abilities, their choice of an academic major, and subsequently remove themselves from a hostile learning or working environment. Thus, educational institutions and workplace organizations are responsible for not only educating themselves regarding stereotype threat, but also for taking steps to alleviate the pernicious effects of stereotype threat.</p><p>

<p> An online curriculum about biological evolution was designed according to the <i>Promoting Evidentiary Reasoning and Self-regulation Online</i> (PERSON) theoretical framework. PERSON is an attempt to develop online science instruction focused on supporting evidentiary reasoning and self-regulation. An efficacy study was conducted with 80 suburban high school biology students using a design-based research approach to develop a curriculum to promote biological evolution understandings, evidentiary reasoning, and self-regulation. Data sources and instruments included (1) the Biological Evolution Assessment Measurement (BEAM); (2) the modified <i>Motivated Strategies for Learning Questionnaire</i> (MSLQ); (3) discussion forum posts; (4) formative assessments of evidence based reasoning; (5) <i> Prediction, Monitoring, and Reflection</i> forms (PMR); (6) the <i> Online Instruction Questionnaire</i>; and (7) field notes. Findings revealed that BEAM posttest scores were significantly greater than pretest scores for items designed to measure biological evolution content knowledge and evidentiary reasoning. Students tracked in a lower level biology course showed improvement in biological evolution understandings and evidentiary reasoning. It was found that performance on daily evidentiary reasoning tasks strongly predicted BEAM posttest scores. However, findings revealed that students did not meet local standards for performance on items designed to measure evidentiary reasoning. Students expressed a variety of opinions about their learning experiences with the online curriculum. Some students expressed a definite preference for traditional learning environments, while others expressed a definite preference for online learning. Self-regulatory ability did not significantly predict BEAM gain scores. Further, self-regulatory ability was not demonstrably improved as a result of this intervention. Implications for designing science instruction in asynchronous online learning environments to support evidentiary reasoning and self-regulation are discussed.</p>

<p> Course-based undergraduate research experiences (CUREs) provide authentic research benefits to an entire laboratory course population. CURE experiences are proposed to enhance research skills, critical thinking, productivity, and retention in science. CURE curriculum developers face numerous obstacles, such as the logistics and time commitment involved in bringing a CURE to larger student populations. In addition, an ideal CURE topic requires affordable resources, lab techniques that can be quickly mastered, time for multiple iterations within one semester, and the opportunity to generate new data. This study identifies some of the CURE activities that lead to proposed participant outcomes. Introductory Biology I CURE lab students at Southern Illinois University Edwardsville completed research related to the process of converting storage lipids in microalgae into biodiesel. Data collected from CURE and traditional lab student participants indicate increased CURE student reports of project ownership, scientific self-efficacy, identification as a scientist, and sense of belonging to a science community. Study limitations and unanticipated benefits are discussed.</p><p>

<p>This mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students? Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within the school curriculum and in OST programs. Nationwide, many OST programs are offered for students but few have engaged in an in-depth assessment. This study included an assessment of two different types of OST programs and direct observations by the researcher. This study involved two advisors (one male, one female), 111 students, and their parents during 2016. Student participants completed two standardized surveys, one to determine their Science Self-Efficacy and another to assess their engagement in science during their OST programs. Parents described their parental involvement and their child?s interest in the OST program(s). The OST program advisors participated in lengthy interviews. Additionally, the advisors rated their perceived interest level of the enrolled students and recorded attendance data. Bandura?s Social Cognitive Theory (1997a) provided the theoretical framework. This theory describes the multidirectional influence of behavioral factors, personal factors, and environmental factors have on a student?s Self-Efficacy. Compiled data from the teachers, students, and parents were used to determine the relationship of selected variables on Science Self-Efficacy of students. A correlational analysis revealed that students who participated in these OST programs possessed a high Mindset for the Enjoyment of science and that teacher ratings were also positively correlated to Mindset and Enjoyment of Science. Descriptive analyses showed that (a) girls who chose to participate in these OST programs possessed higher school grades in their in-school coursework than boys, (b) that parents of girls participated in more parental activities, and (c) the teachers rated student?s interest in the science OST programs as high. Student comments on the survey and the qualitative analysis by trained coders revealed that success of the program was related to the collaborative and hands-on activities/projects of their OST program. In addition, students felt more involved in projects during after-school and weekend activities than in OST lunch break programs.

<p> Modeling is an important scientific practice through which scientists generate, evaluate, and revise scientific knowledge, and it can be translated into science classrooms as a means for engaging students in authentic scientific practice. Much of the research investigating modeling in classrooms focuses on student learning, leaving a gap in understanding how teachers enact this important practice. This dissertation draws on data collected through a model-based curricular project to uncover instructional moves teachers made to enact modeling, to describe factors influencing enactment, and to discuss a framework for designing and enacting modeling lessons. </p><p> I framed my analysis and interpretation of data within the varying perceptions of modeling found in the science studies and science education literature. Largely, modeling is described to varying degrees as a means to engage students in sense-making or as a means to deliver content to students. This frame revealed how the instructional moves teachers used to enact modeling may have influenced its portrayal as a reasoning practice. I found that teachers&rsquo; responses to their students&rsquo; ideas or questions may have important consequences for students&rsquo; engagement in modeling, and thus, sense-making. </p><p> To investigate factors influencing the portrayal of modeling, I analyzed teacher interviews and writings for what they perceived affected instruction. My findings illustrate alignments and misalignments between what teachers perceive modeling to be and what they do through instruction. In particular, teachers valued providing their students with time to collaborate and to share their ideas, but when time was perceived as a constraint, instruction shifted towards delivering content. Additionally, teachers&rsquo; perceptions of students&rsquo; capacity to engage in modeling is also related to if and how they provided opportunities for students to make sense of phenomena. </p><p> The dissertation closes with a discussion of a framework for designing and enacting lessons for engaging students in modeling. I draw on examples from this study to provide context for how the framework can support teachers in engaging students in modeling. Altogether, this dissertation describes how teachers facilitate modeling and why varying enactments may be observed, filling a gap in researchers&rsquo; understanding of how teachers enact modeling in science classrooms.</p><p>

<p> This study accessed the relationship between race, socioeconomic status, age and the race implicit bias held by middle and high school science teachers in Mobile and Baldwin County Public School Systems. Seventy-nine participants were administered the race Implicit Association Test (race IAT), created by Greenwald, A. G., Nosek, B. A., &amp; Banaji, M. R., (2003) and a demographic survey. Quantitative analysis using analysis of variances, ANOVA and t-tests were used in this study. An ANOVA was performed comparing the race IAT scores of African American science teachers and their Caucasian counterparts. A statically significant difference was found (<i>F</i> = .4.56, <i>p</i> = .01). An ANOVA was also performed using the race IAT scores comparing the age of the participants; the analysis yielded no statistical difference based on age. A t-test was performed comparing the race IAT scores of African American teachers who taught at either Title I or non-Title I schools; no statistical difference was found between groups (<i>t</i> = -17.985, <i> p</i> &lt; .001). A t-test was also performed comparing the race IAT scores of Caucasian teachers who taught at either Title I or non-Title I schools; a statistically significant difference was found between groups (<i> t</i> = 2.44, <i>p</i> > .001). This research examines the implications of the achievement gap among African American and Caucasian students in science.</p><p>

Secondary school students are being inadequately prepared for an active understanding of genetic diseases. There is good evidence that students are being graduated out of high school, without even a basic knowledge of the more than two thousand genetic diseases. This work presents this evidence, as well as highlights some of the difficulties and challenges found in the teaching of genetics. This project is aimed at ascertaining how much secondary school level, life science and biology teachers know about genetic diseases. Also, by concentrating on four specific genetic diseases (Cystic Fibrosis; Tay-Sachs Disease; Sickle Cell Anemia; Thalassemia) that are representative of the racial and ethnic distribution in United States secondary schools, this study determines how much and to what degree, teachers are teaching about the subject. Twenty-six life science and biology teachers from the Greater Boston Area, were randomly chosen from the junior and senior high school science teachers that volunteered to participate. All responses from the interview which contained twenty-six questions, were recorded and scored as to accuracy. A Reliability Test was conducted using the process of "test and retest", to determine the test's coefficient of stability. Data was analyzed by a VAX/VMS using the STATA statistical analysis program. This research investigated four questions: (1) Are biology and life science secondary school teachers teaching the basic principles of genetic diseases? (2) Do biology and life science secondary school teachers know the basic principles of genetic diseases? (3) Are biology and life science secondary school teachers teaching the characteristics and mechanisms of the four specific genetic diseases--Cystic Fibrosis; Tay-Sachs Disease; Sickle Cell Anemia; Thalassemia? (4) Do biology and life science secondary school teachers, know and understand the characteristics and mechanisms of the four specific genetic diseases? Using the results of this study, a Genetic Disease Curriculum Strategy Format was developed. The purpose of this teaching manual is: (1) to increase the level of science teachers' knowledge and understanding of genetic diseases; (2) to enhance science teachers' instructional ability; (3) to supplement existing biology and life science curriculum; (4) to assist educators in writing new genetic diseases curriculum.

One reason science enrichment programs were created was to address the underrepresentation of women and minorities in science. These programs were designed to increase underrepresented groups' interest in science and science careers. One attempt to increase students' interest in science was the Summer Science Exploration Program (SSEP). The SSEP was a two week, inquiry-based summer science camp offered by Hampshire College for students entering grades seven and eight. Students who participated were from three neighboring school districts in Western Massachusetts. The goal of the program was to stimulate greater interest in science and scientific careers among middle school students, in particular among females and students of color. A review of the literature of inquiry-based science programs revealed that the effect of inquiry-based programs on students' attitudes towards science is typically investigated shortly after the end of the treatment period. The findings from this study contribute to our understanding of the long-term impact of inquiry-based science enrichment programs on students' attitude towards science and their interest in science careers. The data collected consisted of quantitative survey data as well as qualitative data through case studies of selected participants from the sample population. This study was guided by the following questions: (1) What was the nature and extent of the impact of the Summer Science Exploration Program (SSEP) on students' attitudes towards science and interest in science careers, in particular among females and students of color? (2) What factors, if any, other than participation in SSEP impacted students' attitude towards science and interest in scientific careers? (3) In what other ways, if any, did the participants benefit from the program? Conclusions drawn from the data indicate that SSEP helped participants maintain a high level of interest in science. In contrast, students who applied but were not accepted showed a decrease in their attitude towards science and their interest in science careers over time, compared to the participants. The interviews suggested that students enjoyed the inquiry-based approach that was used at camp. In addition, students said they found the hands-on inquiry-based approach used at camp more interesting than traditional methods of instruction (lectures and note taking) used at school. Recommendations for future research are presented.

This study was designed to: (a) describe the degree to which introductory science programs at two colleges engaged students in the process of scientific inquiry, and (b) describe changes in students' maturity with regard to epistemology, methods of justifying decisions, and agency in science. Course descriptions drew from classroom observations, interviews with faculty about their goals and methods, and interviews with students about their experiences in the courses. Student development was analyzed from pre- and post-semester interviews, pre-, post-semester Likert-scale surveys on students' attitudes and beliefs about science, and post-semester Likert-scale student self-assessments. Both the inquiry and traditional programs allowed opportunities for students to be engaged in answering ill-structured questions. Overall, the inquiry-based courses had more intensive engagement of students in the processes scientists use in authentic research. Students in inquiry-based courses made significantly greater gains in epistemology and methods of justifying decisions as measured by coding interviews and performing t-tests on survey items. What is more, students in inquiry courses reported producing work of their own design. Students in both programs, however, were more confident of their abilities to participate in science after one semester in college. Courses whose goals were primarily content related taught students content and studenting skills; courses whose goals were explicitly process related taught students about the nature and methods of science. The results indicate that if college students are to better understand the nature of scientific knowledge and be better able to justify decisions about complex scientific issues, they should be engaged in more inquiry-based course work.