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Dissertations / Theses on the topic 'Community-based learning experience'
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1
Dannecker, Achim, and Ralf Wölfle. "eXperience based training – Eine Community Plattform für Dozierende." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141874.
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Die Plattform „eXperience based training“ unterstützt fallstudienbasierte Lehrformen an Hochschulen. Dozierende können ihr Wissen über den Einsatz von Fallstudien in der Lehre auf der Plattform gegenseitig teilen und erhalten Zugriff auf ein breites Spektrum an Lehrmaterialien. Die Ausbildung an den Hochschulen soll durch den Einsatz von Fallstudien interessant und praxisnah sein. Didaktisch aufbereitete Fallstudien sind geeignet, Studierende im Unterricht zu aktivieren, vernetztes ganzheitliches Lernen zu fördern und eine höhere Behaltensquote zu erzielen.
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Dannecker, Achim, and Ralf Wölfle. "eXperience based training – Eine Community Plattform für Dozierende." Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27994.
Full textAbstract:
Die Plattform „eXperience based training“ unterstützt fallstudienbasierte Lehrformen an Hochschulen. Dozierende können ihr Wissen über den Einsatz von Fallstudien in der Lehre auf der Plattform gegenseitig teilen und erhalten Zugriff auf ein breites Spektrum an Lehrmaterialien. Die Ausbildung an den Hochschulen soll durch den Einsatz von Fallstudien interessant und praxisnah sein. Didaktisch aufbereitete Fallstudien sind geeignet, Studierende im Unterricht zu aktivieren, vernetztes ganzheitliches Lernen zu fördern und eine höhere Behaltensquote zu erzielen.
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Malekane, Wendy Mapule. "Students' experiences of community engagement in an educational psychology practicum." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23639.
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The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s (1984) experiential learning theory. The study consulted relevant literature relating to community engagement, the experiences of students of community engagement activities, such as service-learning; the asset-based approach, positive psychology and the learning strategies relevant to the community engagement practice, namely experiential and reflective learning. A qualitative research approach was applied, guided by an interpretivist epistemology. An instrumental case study design was employed and the Department of Educational Psychology of the University of Pretoria, which was involved in the community engagement practicum, was conveniently selected for this research study. I selected one focus group for a pilot study, and later selected a second focus group, consisting of 8 purposefully selected students of the MEd Educational Psychology degree, as my research participants. Focus group interviews, reflective journals and visual data served as data collection methods. And, to further enrich the data collection process, audio-visual methods and a personal reflective journal also served as methods of data documentation Four main themes emerged as the result of thematic analysis and interpretation. Firstly, during the focus group interview, the students conversed about how they gained insight into themselves as Educational Psychologists within South Africa, such as their experiences of encountering individuals from different socio-economic groups, cultures, race and language. Secondly, the students also experienced professional development as a result of their experiences from the Educational Psychology community engagement practicum. That included experiencing themselves as being more confident, able to adapt to new situations and deeper insight into their role as a professional. Thirdly, the students discussed experiences related to integration of theory and practice. Their ability to understand theories, such as the asset-based approach and positive psychology, was enhanced as a result of putting it into practice. Finally, the students had experiences relating to structuring a community engagement practicum. The students expressed the need to receive additional information on the orientation and preparation of the practicum, as at times they had felt unsure of what was expected of them. They experienced the time spent in the practicum as being limited and discussed their experiences of writing in a reflective journal and participating in reflective dialogue Based on the findings, community engagement in this Educational Psychology practicum can be regarded as being a valuable inclusion to the training programme of these students of Educational Psychology, as it gave them the opportunity to interact with diverse clients in a South African setting. As a result of experiential learning during the practicum, students acquired several skills that they would not have gained in a classroom setting, such as the ability to work with diversity, groups, different age groups and in different contexts. Copyright<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Educational Psychology<br>unrestricted
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Moscrip, Amanda Nicole. "Generation Z's Positive and Negative Attributes and the Impact on Empathy After a Community-Based Learning Experience." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/908.
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Generation Z, also known as the iGeneration, iGenners, GenZ, and Generation Now, consists of those born in the mid-1990s through the late 2010s. Historical events important for this generation have influenced their perception of safety as well as how they interact with others. As compared to previous generations, technological advances (i.e., Smartphones, social media) changed how GenZ communicates, socializes, and receives information. Unique experiences and attributes influenced Generation Z’s empathy because living through these events and seeing their impact changes how they can understand and take the perspective of others. The relation between three factors was examined across University students who are members of Generation Z; intensity of the CBL activity (high versus low), sex, and empathy (empathy assessment index, basic empathy scale, ethnocultural empathy scale). It is hypothesized that freshmen students would exhibit higher gains in empathy due to their developmental period. As hypothesized, there was a consistent main effect for sex in multiple subscales across the Honors Colloquium and Interdisciplinary late-teen sample indicating that females were higher in initial pretest scores and remained higher on post-scores on empathy as compared to males. These findings hold implication for instructors aiming to provide effective CBL experience for their students. Faculty may consider how students may be differentially receptive to CBL experiences on multiple demographic and personality variables, and while this study only examined sex and intensity of experience, it provides a good representation of the diversity of outcomes that can be evidenced.
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Jackel, Daniel. "Evaluating the Effectiveness of an Internship Program." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1117.
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The traditional way to learn about social sciences in a university setting includes taking courses that teach theoretical frameworks and scientific methodologies that are required for one’s major area of study. The courses that are taught to students are determined by what major they sign up for. After a student has taken all required courses,what skills does the student have to take with him after graduation?
Whether participation is pursued solely for academic credit, for career development, or for civic engagement, an experiential experience typically enhances a student’s connection between academic content and “real world” applications. Bridging the gap between “real world” situations and the classroom demonstrates the need for the application of knowledge.
This project’s primary purpose was to examine the student’s internship experience and determine whether it helped to enhance his or her ability to achieve the predicted outcomes of the internship program. A combination of quantitative and qualitative methodologies was deemed appropriate for empirical analysis. This evaluation project measured enhancement outcomes of an internship program, which rationalized potential designs for the undergraduate sociology major/minor and the undergraduate criminology minor, offered by a higher educational institution.
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Chamberlin, J. Shannon. "College Faculty Experiences Assigning Service-Learning and Their Inclination to Continue." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/510.
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The academic benefits and enhanced social responsibility that students derive from service-learning (SL), defined as experiential learning that ties community service to academic courses, have been well documented. However, for a college to fully institutionalize SL, a high proportion of faculty needs to include SL in their courses. Based in Kolb's experiential learning theory, the purpose of this study was to enhance planners' understanding of how college faculty's past experiences assigning SL influence their inclination to assign SL in future courses. In this basic qualitative interpretive study, data were collected from 13 individual interviews with faculty who assigned SL at a Southern metropolitan university. Findings were interpreted using Chickering's 7 vectors of student development from the conceptual framework and other relevant perspectives from the literature. One of the major themes from emergent coding of data was that faculty viewed some difficulties as challenges to be overcome rather than as deterrents to using SL. To reduce deterrents, institutions could compensate for extra time required for SL by providing stipends, released time, and support databases; recognizing SL in tenure and promotion; and helping faculty brainstorm how to incorporate SL into courses. To increase incentives to use SL, institutions could provide a full range of training and support for faculty. More courses with SL, besides increasing benefits of SL for all stakeholders, may mean that students form the habit of serving in the community and continue serving and contributing to positive social change, perhaps for a lifetime.
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Hamrén, Jonas. "Piña Palmera is a place for learning : A qualitative study of experiences from the Piña Palmera Community Based Rehabilitation program for people with disabilities in Oaxaca, Mexico." Thesis, Uppsala universitet, Internationell mödra- och barnhälsovård (IMCH), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255318.
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AbstractIntroduction Persons with disabilities are among the most vulnerable groups in every society and the World Health Organisation (WHO) has introduced Community Based Rehabilitation (CBR) with the intention of decreasing this vulnerability. In Oaxaca, Mexico, the Piña Palmera CBR program is working with persons with disabilities from rural communities to improve their quality of life.Objective The objectives of this qualitative study were to explore what motivates people to engage in the Piña Palmera CBR program, the expected and perceived benefits of participation, and future hopes and ideas for the program among program participants and their family members.Method Data was collected in the state of Oaxaca in southern Mexico during November-December 2014, in the form of 8 semi-structured interviews. Analysis of the data collected in the interviews was done by using thematic analysis.Findings The analysis of the data resulted in four themes regarding motivations for and perceived benefits of participation: Piña Palmera is a place for learning, You feel part of a group in Piña Palmera, Piña Palmera is improving the situation for persons with disabilities, and No other place works like Piña Palmera.Conclusion That Piña Palmera is a place where you get opportunities to learn, that one feels a part of a group, and that the program is different from other options in the way they work can make them an important resource for persons with disabilities in Oaxaca, decreasing problems with unemployment, discrimination, and lacking governmental support for persons with disabilities.
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Lennon-Dearing, Robin, Joe Florence, Linda Garrett, Ivy A. Click, and Suzanne Abercrombie. "A Rural Community-Based Interdisciplinary Curriculum: A Social Work Perspective." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/6371.
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Although social workers are frequently part of interdisciplinary teams in health care and community settings, interdisciplinary training is often lacking in social work education (Berg-Weger & Schneider, 1998). This article describes a study of the effects of an interdisciplinary community-based experiential course preparing new health care professionals for work as part of interdisciplinary teams. The interdisciplinary curriculum was established for a summer course taught in 2006 by faculty from five disciplines: social work, nutrition, medicine, nursing, and public health. The course, Quality Improvement in Rural Healthcare, which focused on health literacy in people with a diagnosis of diabetes that live in northeast Tennessee, provided a model environment for learning interdisciplinary teamwork. Evaluation of this course found that social work students displayed a statistically significant increase in positive attitude toward interdisciplinary teamwork. Course strengths, weaknesses, obstacles, and opportunities for curriculum improvement are elaborated.
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Sitton, Lara Smith. "Internships in Writing and English Studies Programs: Opportunities, Locations, and Structures." 2015. http://scholarworks.gsu.edu/english_diss/155.
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The Association of American Colleges and Universities considers internships as one of several “High Impact Educational Practices.” While these experiential learning exercises are not new, there are resurgent calls for universities to help students find and engage in more internship experiences before completion of their undergraduate degrees. At the same time, however, the US Department of Labor has strict guidelines as to what constitutes “internships” and what constitutes “unfair labor practices.” While there is a history of the private and public sectors creating internships for students in professional-degree programs and business schools, a need exists for more internships for humanities students—particularly English and writing students. This dissertation examines considerations for faculty members working with English majors to develop internship initiatives with structures that have pedagogical foci and follow the US Department of Labor internship guidelines. Using a case study approach, this project examines the growth of Georgia State University’s English Department internship program over the past twenty years. Through exploration into the opportunities, locations, and structures relevant to an urban university, the study reveals how faculty members designed a student-focused program that serves students, the university, and the community. Relying largely upon the review of departmental archives; a study of the history of GSU in the Atlanta community; interviews with faculty members and internship providers; and an exploration into the terms “intern” and “internship,” the dissertation ultimately sets forth considerations for those working with student internship programs and a model for college and university internship program evaluation.
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Schulz, Danielle Alexandra. "Cultivating a meaningful experience : art education for adults with disabilities at a community-based art center." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5320.
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The purpose of this study was to investigate instructional components that foster meaningful learning for adults with disabilities in a community-based art center. Through narrative analysis and case study methodology, the researcher examined the programmatic content of a single community-based art center--the Arc of the Arts Studio and Gallery (AOA) in Austin, Texas--from 2009 to 2011. Utilizing authentic instruction and constructivism as educational frameworks (Anderson & Milbrandt, 2005; Newmann & Wehlage, 1993), the investigator proposed instructional changes to the AOA program that encouraged student-centered learning through discipline-based inquiry, maintaining real-world connections, and the active construction of knowledge. The researcher instituted a structured, arts-based curriculum based upon these educational concepts that infused lessons with illustrative materials, sequential learning, and public promotion of participants' finished art products in order to stimulate creativity and meaningful learning within the art center. This study scrutinized historical literature documenting art and general education for the disability community in order to examine the influence each historical orientation to disability had on art instruction for this population. Coupled with analysis of the programmatic structure of similar art centers around the country, this information facilitated a more full and rich understanding of how and why art education for people with disabilities is currently organized. The process of creating and implementing a structured art curriculum into the AOA studio addressed the ways in which meaningful learning may take place for adults with disabilities at community-based locations, and emphasized the need for further research into the quality, experience, and location of art education for the wide spectrum of people with disabilities.<br>text
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Shultz, Travis W. "Landscapes of Compassion: A Guatemalan Experience." 2011. https://scholarworks.umass.edu/theses/645.
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ABSTRACT
LANDSCAPES OF COMPASSION: A GUATEMALAN EXPERIENCE
MAY 2011
TRAVIS WILLIAM SHULTZ
A.S., UNIVERSITY OF MASSACHUSETTS AMHERST
B.A., UNIVERSITY OF MASSACHUSETTS AMHERST
M.A., UNIVERSITY OF MASSACHUSETTS AMHERST
Directed by: Professor Peter Kumble, PhD
If landscape architecture can intertwine with the practice of social justice, how should academic training provide an atmosphere where this correlation is developed? In a professional degree program, such as landscape architecture, there are a plethora of skills among students that can be utilized no only in their future careers, but during their academic experience. By learning the tools while implementing them, there is a profound educational opportunity to be taken advantage of. An even greater opportunity can be capitalized if the tools are implemented in a context where the deliverables make positive impacts on impoverished communities.
The goal of this thesis is to demonstrate how a landscape architect can contribute to humanitarian efforts; and the opportunity for this contribution should begin within the walls of academia. To support this argument, the author reviews literature and clarifies the vision and targets of this style of learning. The most convincing part of this thesis was the implementation of a graduate level class, LA 591g: Applied Field Studies in Guatemala, where eight students, a professional, and a professor combined their scholastic, professional, and life experiences in a community service learning atmosphere. Their work lead to the start-up of AbonOrgánico, a non-for-profit company located in Guatemala City whose mission is: To supply necessary jobs to at-risk youth from impoverished communities within Guatemala City by taking organic waste from the Central Market in Guatemala City and producing high-quality compost. Students participated in a 9-day spring break trip to Guatemala City, 11 journal entries, 2 questionnaires, 5 group reflection meetings, a 145-slide department-wide presentation, and a 12-chapter manual including a site design, construction details, operational guidelines, and a business plan. In the pages of the thesis, the reader will see how this class set out to make a difference with the tools they had, and they did, but the most profound difference was made by this community on them.
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Hsieh, Yi-Chieh, and 謝宜潔. "Community-Based Arts Learning Program at Chang-Shou-Hao : Investigating on Elders’ Life Experience and Meanings of Space." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/akr822.
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碩士<br>國立臺北藝術大學<br>藝術與人文教育研究所<br>103<br>Postmodernism in arts education emphasized “Community-Based Arts Education” that adopted pluralistic and open-minded. Individual significance of exploration trended to find combination of arts and daily life in social context. Art aesthetics back to focus on everyone who meaning of life and the public of reconcile. However, the contemporary stressed the significance of “Community-Based Arts Education” which is connected with arts workers, learners and community resources earn more attention in teaching.
The Chang-Shou-Hao was sited in old street area of Bopiliao Historic District . Formerly, the local elderly people assembled and made friendship there. After the Taipei City Government Department of Education land expropriation in 1988, Chang-Shou-Hao was forced to move to Nanning road. In order to preserve the cultural context of community,“Monga-learning-community”included the Chang-Shou-Hao into Community empowerment place for developing “Community-Based Arts Learning Program”. They hope activate multiculturalism in the community position through the situation which is created by artistic activities.
In this case, based on the“Monga-learning-community”, this study starts from my own learning experience and perspective of elderly care. I am trying to use “Postmodernism in arts education” , “Experience, dialogue and transcendence”, “dialogical arts” as the core concept, discussing the concepts such as “relationship connection”, “dialogue reflection”, “the participants as Subjects”, “form the community involvement” through this Chang-Shou-Ha Program. These are intertwined the arts learning environment to explore “the meaning of the space (Chang-Shou-Hao)” and practice “the possibility of elderly care”.
The outcome of this study found the artistic program that each other as Inter-subjectivity created the listen and accept atmosphere. Let participants enter dialogue situation, learning self-reflection and the meaning of self-exploration. Therefore, it can practice elderly care in the community. In addition, the artistic program made the connection of relationship. It also made differences communities interpret in the pluralistic significance and then construct the space subjectivity in local culture of Wanhua.
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Stevens, Malia L. "Transitioning from content centered instruction to student centered learning : a qualitative study of one community college instructor's experience." Thesis, 1996. http://hdl.handle.net/1957/34571.
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For the past 100 years, the prominent instructional model for all public
education in the United States has been teacher/content centered with the intent of
covering a discrete body of knowledge in a given period of time. As the end of the
twentieth century approaches, natural, social, political, and economic forces are
influencing community college instructors to transition from content centered
instruction to a student centered approach to teaching and learning as part of the
national education reform agenda.
The purpose of this study was to document, through a case study, the
experience of one community college instructor as she attempted to transition from
a traditional content focused teaching model to an outcome-based/learner centered
model. A literature survey provides a review of education reform as it relates to
instructors in a community college. A learner centered training model from industry,
is applied as a framework for outcome-based/learner centered instruction in
community colleges. Participant observation, surveys, and interviews were the methods used to
collect data. Six hypotheses were generated from the study:
1. Learner centered/outcome-based teaching is more complex and takes
greater skill in basic teaching techniques than teaching in a traditional content
framework.
2. An instructor whose teaching experience has been exclusively content
focused may find it difficult to create authentic learning tasks.
3. Collegial influence is a major factor affecting the ability of one
instructor to change instructional practices.
4. A single instructor's ability to change instructional practice in one
course is limited by the way the program curriculum is designed.
5. Learning is enhanced by human relationships that foster trust and
reflective practice.
6. Teaching and learning is complex and multifaceted in nature: it is not
a logical linear process.<br>Graduation date: 1996
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Stringer, Heather. "Perspectives on capacity strengthening and co-learning in communities: Experiences of an Aboriginal community-based research steering committee." Thesis, 2015. http://hdl.handle.net/1828/7012.
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Community-university partnerships have become more prevalent to support community-based research, especially as a collaborative approach to research with Aboriginal Peoples in Canada. One practice is the activation of a community-based research steering committee to initiate, govern, and review research pertaining to their local community. Within literature related to community-based research, perspectives on capacity strengthening and co-learning from the members of a community-based research steering committee are under-represented. A qualitative case study approach was used to explore the research question: What are the experiences of the Alexander Research Committee (ARC) members in defining and operationalizing capacity strengthening and co-learning across multi-sectoral research projects? Nine current and past members of the ARC participated in individual semi-structured interviews and five of these ARC members also participated in a subsequent focus-group discussion. Analysis of these qualitative data indicated that foundational relationships and a conducive learning environment are key factors for a community-based research committee to experience co-constructed knowledge and learning. The findings of this study highlight the importance of an operational foundation of trusting relationships in order to establish and sustain a working environment where a community-based research committee can learn together and from each other. This study also yielded insights about how this community-based research committee predicated capacity strengthening from the understanding that ‘we are all learners’, with each member bringing forward unique strengths, questions and growth to the research processes.<br>Graduate
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Houlbrook, Michael C., University of Western Sydney, College of Arts, and School of Social Sciences. "The politics and practices of work-based learning : accounts of experiences in the community services sector." 2007. http://handle.uws.edu.au:8081/1959.7/20801.
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This thesis is a phenomenological study of the experiences of students engaged in a work-based learning (WBL) degree in the community service (CS) sector in NSW. The degree – a graduate diploma in social sciences (GDSS) - was developed through an industry/community partnership in response to identified workforce development needs. Positioned as a novel pedagogy, WBL is presented in the broad context, before the specifics of the research are outlined. The thesis presents, first, a political economy of higher education (HE) and the CS sector, followed by a description of the defining principles of WBL, characteristics of practice and issues arising from these things. The phenomenological study of the student experiences is supported by a case study of the GDSS. The research is approached from an ontological and epistemological framework informed by critical theory and critical hermeneutics. The methods draw substantially on data collection through semi-structured interviews and supporting data collected form other sources. The analysis of the data is presented as five major data stories – access, self and study, work-based learning and organisation, managing learning and outcomes. In discussing the data the thesis argues that the students are strongly positioned as non-traditional students with an orientation towards issues of access to HE, as well as a concern with critical practice. The concluding comments of the thesis consider the context of work-based learning under systemic influences of the political economy of the day, notably neo-liberalism and the application of a techno-economic framing of the knowledge economy. Some final comments are offered on the practice of WBL in the CS sector, including the defence of knowledge production as a public good and the life world/system dynamics of partnership.<br>Doctor of Philosophy (PhD)
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Chung, Shu-Ping, and 鍾淑萍. "A study of the Learning Experiences of Adult Learners Participating in Hakka Courses-Based on Case Studies at Two Community Colleges in Taoyuan County." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/86608598408083079761.
Full textAbstract:
碩士<br>國立中央大學<br>客家研究碩士在職專班<br>99<br>The purpose of this study was to explore the learning experiences of adults participating in Hakka courses in community college and to understand the adults’ motivations, needs, attitudes, and difficulties in these courses.
This study was based on case studies of two community colleges in Taoyuan County—Xin Yang Ping Community College and Ping Zhen Community College.These two community colleges have featured Hakka curricula from their initial establishments. These programs are dedicated to the transmission and promotion of Hakka culture.
In the present study, the author first analysed and discussed the relevant literature in order to understand theories and research pertaining to participation in adult education courses. This study adopted a qualitative research method by using semi-structured interviews. The subjects included teachers and students from the two community colleges.This researcher’s aim is that, based on the research findings, the study can serve as a reference to community colleges, educators, and students, as well as provide a foundation for further research on related topics.
The findings are presented as follows:
1.The motivations of adults participating in Hakka courses in community college are mainly related to their mission of passing down Hakka culture, curiosity towards Hakka culture, obtaining professional credentials to increase job opportunities, fulfilling the requirements of a current job, the reputation of the teachers, and the development of social relationships.
2.The needs of adults participating in Hakka courses in community college can be classified into five categories: in-depth understanding of Hakka culture, acquisition of advanced skills, provision of a forum to demonstrate personal strengths, cultivation of social relationships, and enhancement of Hakka language skills.
3.The attitudes of adults participating in Hakka courses in community college can be analyzed into five types: good attitudes towards self-learning, a conviction that the course has practical applications,recognition of the teachers’ dedication and sincerity, warm peer interaction, and a belief that the learning environment is suitable.
4.The difficulties for adults participating in Hakka courses in community College arise from:
(a)Internal factors: insufficient confidence,incompetence with the Hakka language, insufficient basic skills, and advanced age.
(b)External factors: family obligations, work responsibilities,inadequate learning facilities.
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McLean, Barbara Anne. "Learning experiences of inner city early childhood development managers who participated in an ECD forum: a social work perspective." Diss., 2019. http://hdl.handle.net/10500/26397.
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Early childhood development is one of the critical services to support the development of young children from conception to age six. Children raised in vulnerable inner cities, with limited access to quality, well-resourced ECD services, are at risk of perpetuating cycles of disadvantage and exclusion. Even though ECD centres exist in abundance in the inner city of Durban, eThekwini Municipality, KwaZulu-Natal, managers of ECD centres face challenges such as meeting rigorous registration norms and standards, a lack of finances, resources, trained staff and socio-economic factors which affect the wellbeing of children.
Using a qualitative approach, this study communicates the role played by the Inner City ECD Forum in the learning experiences of seven ECD managers through their participation in inter-sectoral stakeholder interventions and capacity building trainings. It further outlines the benefits of networking and collective support. Based on the findings, recommendations for practice, policy and further research are made.<br>School of Social Sciences<br>M.A. (Social Work)
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Ayyavoo, Gabriel Roman. "Using Online Pedagogy to Explore Student Experiences of Science-technology-society-environment (STSE) Issues in a Secondary Science Classroom." Thesis, 2013. http://hdl.handle.net/1807/35769.
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With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills.
This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.