This study examined science textbooks over time to better understand the science content expectations that the U.S. educational system deems appropriate for 8th and 9th grade science students. The study attempted to answer the questions: 1) What specific science content has been presented via the textbook from 1952 to 2008? 2) Within which areas and in what way does the science content change? 3) Are new scientific findings reflected in 8th and 9th grade U.S. general science textbooks? Twenty-six themes were identified which reflect five areas in science: Chemistry, Physics, Earth Science, Biology, and Process of Science. Trends in science content in U.S. 8th and 9th grade general science textbooks, as revealed by this data sample, indicated no statistically significant change in depth of coverage in Physics and Process of Science over the past 60 years, no significant change in depth of coverage in Earth Science and Biology in the last 40 years, and no significant change in coverage in Chemistry over the last 30 years. Additionally, a total of sixteen new discoveries were found in the textbook sample. For classroom teachers this information may alert them to the necessity of going beyond the textbook in preparing students for life in a global society. In educational practice, this research supports and reinforces the need for inquiry learning and socioscientific curricula. It may also influence educators to challenge assumptions regarding the value and selection of the traditional classic science content.

abstract: Universities and colleges in the United States (U.S.) are in a period of rapid transformation. Driven by the need for an educated workforce, higher education institutions are responding to rapid innovation, globalization, economic realities, and sociodemographic shifts. Simultaneously, extensive educational online networks connect millions of people worldwide enable learning and knowledge sharing beyond what society has experienced to date. In light of technological advancements, the preservation and presentation of certain ideals that undergird academia and the communication and application of knowledge are undergoing dramatic change. Within higher education, this is both a challenge and an opportunity to re-envision the commitment to educate the public. This research discusses potential forms of this redesign and how it can build upon and depart from previous iterations of higher education. How colleges and universities will adapt to become more relevant, engaging, and accessible is a pressing question that must be addressed. Using case studies focused on creating sustainability education materials, this dissertation develops knowledge related to three interconnected areas of study that will contribute to redesigning higher education through participatory action research methodology. First, higher education has a civic responsibility to provide new ways of thinking, being, and doing globally and providing more access to education to broader society, especially through public research institutions. Second, with a vast array of available learning materials, higher education should invest in elegantly-designed experiences consisting of well-reasoned, meticulously-curated, and high-quality content that is aesthetically appealing, engaging, and accessible to a broad audience. Third, as universities transition from the gatekeepers of knowledge to the connectors of knowledge, they also need to ensure that a coherent mission is articulated and invested in by stakeholders to create an intentionally beneficial transformational effort. The transformation of higher education toward a more inclusive learning environment through new ways of thinking and elegantly-designed learning experiences will serve to improve our learning institutions. As part of the necessary core for an educated democracy, higher education institutions must strive to create a more equitable, inclusive, and diverse society. / Dissertation/Thesis / Doctoral Dissertation Human and Social Dimensions of Science and Technology 2020

Education is one of the deciding factors for poverty alleviation and economic growth. Governments of developing countries is struggling to meet the demand for qualitative education and the nation of Namibia is no exception. Namibia is struggling with the lack of a skilled workforce and the lack of access to qualitative higher education has been identified as one of the prime causes. ICTs have been identified as a potential enabler for an increased access and quality of education in Namibia. This study employed a qualitative approach to examining the success factors and challenges that applies to e-learning at the University of Namibia (UNAM). The study identified a multitude of critical factors within 5 different areas: i) Access, ii) User motivation, -attitude and -awareness, iii) Systematic approach, iv) Evaluation and analytical challenges, and v) Transforming the education. This rapport will discuss the role of e-learning at UNAM, the factors that are critical for e-learning at the learning institution and how this correlate with previous findings made by the scientific community on similar issues.