To see the other types of publications on this topic, follow the link: Curricular reasoning.
Dissertations / Theses on the topic 'Curricular reasoning'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Curricular reasoning.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Mathis, Kimber Anne. "Secondary Preservice Mathematics Teachers' Curricular Reasoning." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7511.
Full textAbstract:
Researchers have found that teachers' decisions affect students' opportunity to learn. Prior researchers have investigated teachers' decisions while planning, implementing, or reflecting on lessons, but few researchers have studied teachers' decisions and their reasoning throughout the teaching process. It is important to study teachers' reasoning for why they make the decisions they do throughout the teaching process. Furthermore, because inservice and preservice teachers differ in experience and available resources that they draw on while making decisions, it is helpful to consider the resources PSTs' draw on while reasoning. Curricular reasoning is a framework that describes teachers' thinking processes when making decisions during the teaching process. This study investigated secondary preservice teachers' decisions and curricular reasoning throughout the teaching process. Data were collected from two groups of secondary preservice teachers in a mathematics methods course focused on student thinking and mathematics. Results revealed that the preservice teachers used all seven curricular reasoning strands, especially drawing on mathematical meanings, mapping learning trajectories, and considering learners' perspectives. Specifically, this study demonstrates ways in which preservice teachers reason about their decisions and the intertwined nature of their curricular reasoning. The results from this study also imply that it may be helpful to consider the resources PSTs have access to, including their instructor, and that the order of their lesson planning may allow support for the mathematical learning trajectories within individual lessons. This study also provides validation for the curricular reasoning framework described by Dingman, Teuscher, Olson, and Kasmer (in press), provides subcategories of curricular reasoning strands, and has implications for teacher education.
2
Bernard, Anand Mikel. "Curriculum Decisions and Reasoning of Middle School Teachers." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6488.
Full textAbstract:
For decades curriculum materials have been used as a means to reform the manner in which mathematics is taught. In an attempt to better understand what impact curriculum materials have on the teaching and learning of mathematics, researchers have begun to analyze the process in which teachers transform curriculum materials into instruction. Given that many of these studies have been broad in nature, I sought to study the specific decisions that three teachers made when planning lesson on geometric transformation and their reasoning for those decisions. In this study I found that while the participants in this study ignored the curriculum material I gave them as well as their district adopted materials in planning instruction, they made a wide variety of decisions with regards to other curriculum. In an attempt to describe this variety of decisions I expanded the previous methods of describing curriculum use decisions adding a self-create category as well as differentiating between the different types of adaptations teachers make. I also found that although teachers used different curriculum materials, they made similar decisions in how they planned the mathematics content of geometric transformations that seem problematic.
3
Gadd, Kolby J. "Teachers' Curricular Reasoning and MKT in the Context of Algebra and Statistics." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5686.
Full textAbstract:
This study investigates 7th grade teachers' curricular reasoning and MKT in algebra and statistics. Although the use of curriculum materials and MKT both influence the quality of mathematics instruction, no relationship between teachers' curricular reasoning and MKT was found. Further, teachers' curricular reasoning across algebra and statistics was very similar despite differences in these fields and differences in MKT. A model for thinking about the knowledge needed to provide high quality instruction is proposed by considering the role of curricular reasoning and MKT in instruction.
4
Morris, Anne Krislov. "Development of algebraic reasoning in children and adolescents: cultural, curricular, and age-related effects /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487868114114516.
Full text
5
Hamza, Karim. "Contingency in high-school students’ reasoning about electrochemical cells : Opportunities for learning and teaching in school science." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-32303.
Full textAbstract:
The thesis takes its departure from the extensive literature on students’ alternative ideas in science. Although describing students’ conceptual knowledge in many science areas, the literature offers little about how this knowledge enters into the science learning process. Neither has it focused on how particulars and contingencies of curricular materials enter into the learning process. In this thesis I make high-resolution analyses of students’ learning in action during school science activities about real or idealized electrochemical cells. I use a discursive mechanism of learning developed to describe how students become participants in new practices through slow changes in word use. Specifically, I examine how alternative and accepted scientific ideas, as well as curricular materials, enter into students’ reasoning. The results are then used for producing hypotheses over how a teacher can support students’ science learning. Alternative ideas in electrochemistry did not necessarily interfere negatively with, and were sometimes productive for, students’ reasoning during the activities. Students included the particulars and contingencies of curricular materials in their reasoning not only when interacting with a real electrochemical cell but also in a more theoretical concept mapping activity about an idealized cell. Through taxonomic and correlational investigations students connected the particulars and contingencies of the real electrochemical cell to the generic knowledge of electrochemistry. When actively introduced by the researcher, such investigations had consequences for how single students framed their explanations of a real electrochemical cell. The results indicate ways in which teachers may encourage the productive use of contingencies to promote learning within the science classroom. However, this may require consideration of what students say in terms of consequences for their further learning rather than in terms of correct or incorrect content.At the time of the doctoral defense, the following papers were unpublished and had a status as follows:Paper 3:Manuscript; Paper 4:Manuscript
Hur kan lärare hjälpa elever att resonera naturvetenskapligt
6
Nielsen, Porter Peterson. "Teachers' Mathematical Meanings: Decisions for Teaching Geometric Reflections and Orientation of Figures." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8597.
Full textAbstract:
Teachers' instructional decisions are important for students' mathematics learning as they determine the learning opportunities for all students. This study examines teachers' decisions about the activities and tasks they choose for students' mathematics learning, the ordering and connecting of mathematics topics, and the mathematics within curricula not to cover. These decisions are referred to as curricular decisions. I also identify teachers' mathematical schemes, referred to as mathematical meanings, in relation to geometric reflections and orientation of figures and examine teachers' reasoning with their mathematical meanings as they make these curricular decisions. Additionally, based on the results of this study I identify several productive and unproductive mathematical meanings in relation to geometric reflections and orientation of figures. Describing productive mathematical meanings as providing coherence to student mathematical understanding and preparing students for future mathematics learning (Thompson, 2016). These findings can be used to better understand why teachers make the curricular decisions they do as well as help teachers identify whether or not their mathematical meanings are productive in an effort to foster productive mathematical meanings for students.
7
Bennevall, Marcus. "Creativity in Mathematics Curricula – An International Comparison between Singapore, Hong Kong, Sweden, and Norway." Thesis, Linköpings universitet, Matematiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138693.
Full textAbstract:
Studies have shown that creative mathematically founded reasoning (CMR) outperforms algorithmic reasoning (AR) in regards to retention and (re)construction of knowledge. This suggests that creativity should be encouraged in national high-school mathematics curricula. The aim of the present study is to compare how creativity is framed in different national high-school mathematics curricula, using the following definition: creativity is the characteristics of people, processes, and environments which lead to new and original products that are useful or otherwise attractive to an individual or a society. Utilizing content and discourse analysis, the present study thus contrasts how the high-school mathematics curricula of Singapore, Hong Kong, Sweden, and Norway handle and value creativity, and also examines which role creativity takes in each curricula. Findings suggest that Singapore’s curriculum emphasizes creativity the most, and frequently does so in relation to assessment. Hong Kong’s curriculum is found to emphasize creativity in diverse ways, often using words with connotations to playfulness. Analysis of Sweden’s curriculum indicates a relatively minute focus on creativity, tending to put it in a teacher-centered context. A feature of Norway’s curriculum is an increasing emphasis on creativity as courses approach tertiary education. This also suggests a rising value of creativity in its curriculum. A similar though not as pronounced trajectory is found also in Singapore’s curriculum. In the Asian and Norwegian curricula, creativity is expressed both as a means and an end, while in Sweden’s curriculum it is only seen as an end. The results are discussed in terms of potential reasons for the prominent national features, and the study also includes an evaluation of the aptness of the suggested definition of creativity, a review of the limitations of the study, as well as propositions for further research. Finally, two recommendations are given to the National Agency for Education in Sweden – Skolverket – based on the results of the study: 1) diversify the emphasis on creativity in the curriculum, and 2) ensure alignment between what teachers value and what Skolverket values with respect to creativity.
8
Nafea, Ebtihaj. "Clinical reasoning in dental students : a comparative cross-curricula study." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30395/.
Full textAbstract:
Clinical reasoning is a skill required by all health professionals in managing patients. Research in clinical reasoning has come mostly from medicine and nursing, less from dentistry. The effect of curriculum on the development of clinical reasoning is still not well understood. Moreover, no research has been conducted to understand what clinical reasoning means to students and what educational strategies are valued by them. The aim of this research is to explore the effect of different educational strategies in different dental schools on clinical reasoning and to discover how students perceive clinical reasoning. Final year students from four different dental schools participated in the current research; a school using an integrated curriculum with conventional teaching, a school using Problem Based Learning (both from the UK) and two Saudi Arabian dental schools; a school using a traditional curriculum and a school using an integrated curriculum. Both UK schools participated in both studies, whereas each one of the Saudi Arabian schools participated in a different study. The research used both quantitative and qualitative methodology. An innovative clinical reasoning test measured final year students’ skills. An interview captured their own understanding of clinical reasoning and its acquisition plus they ‘talked through’ a clinical problem, using a ‘think aloud’ technique. Thematic analysis was used to analyse the transcripts of the recorded interviews. Results obtained were related to curriculum structure. The results indicated that the effect of curriculum structure, unlike teaching and assessment strategies, appeared to be minimal in final year students. Unfamiliarity with the term clinical reasoning was common in students. Students from different schools used different strategies to reason when discussing clinical vignettes. Different behaviours seemed to be affected by cultural factors. This research contributes to a greater understanding of how students learn, understand and apply dental clinical reasoning which hopefully will improve educational practices in the future.
9
Law, Nancy Luk Wai Ying. "Eliciting and understanding commonsense reasoning about motion." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018472/.
Full textAbstract:
The focus of the present research is on children's commonsense reasoning in mechanics. The important effect of pre-instructional ideas on children's learning is now widely recognised and much effort has gone into investigating what these ideas are like in various domain areas in science in the past few years. Early researches in this area have provided us with a comprehensive catalog of phenomenological descriptions of various aspects of children's reasoning about forces and motion. A related line of research has grown over recent years, which attempts to probe into whether there are deeper explanations underlying these misconceptions. If we take scientific theories and commonsense reasoning as two ends of a dichotomy, then early researches in this field have predominantly started from the scientific end, looking towards the intuitive end, trying to find out where the intuitive ideas go astray. To look for deeper levels of analysis, some have since turned to looking from the opposite end, trying to take children's ideas seriously, in their own right and not as a distortion of the scientific view. This latter perspective is the one taken by the present research and is believed to be appropriate if an understanding of the phenomenological descriptions of children's intuitive ideas is to be attained. The present research sets out to investigate the possible cognitive models used in the spontaneous interpretation of and reasoning about motion by students with varying amounts of Physics instruction. It is hoped that the resulting models will not only provide a context for interpreting children's misconceptions, but also provide insight into the evolution of naive cognitive models to more scientific ones. The research consists of two tasks. The first is a classification task asking students to categorize comic strip pictures about motion and to explain their underlying reasoning. The second is a programming task, asking students to write expert systems about motion in the language PROLOG. The second task is in fact one of self elicitation of knowledge by the students themselves under the assistance of the researcher. The advantage of such an exercise is that the representation is not only open for inspection by the students but is also explorable. The results from both tasks will be analysed and synthesized in the thesis.
10
Storey, Syretha Orr. "Teacher questioning to improve early childhood reasoning." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280569.
Full textAbstract:
Despite the more than 300 questions teachers ask on a daily basis, research indicates that teachers in elementary, secondary and post-secondary classrooms do not understand the power and potential of questions to advance student reasoning. It has been found that when teachers are taught to ask higher-level, open-ended, instructional questions, opportunities for student reasoning increases. However, there has been little research on the use of questions to advance reasoning in early childhood education. This research sought to determine the generalizability of available research on teacher questioning and reasoning to early childhood settings. Further, this research examined the effectiveness of a workshop developed by the researcher to teach teachers about the power and potential of questions. A quantitative examination of early childhood teachers' questioning techniques revealed that early childhood teachers' questioning techniques are similar to that of teachers in other settings. They were found to ask primarily lower-level, closed-ended and diagnostic questions. After participation in a workshop developed to improve the teachers' questioning techniques, the participants were found to ask more of the types of questions that advance reasoning.
11
Wolmarans, Nicolette Sarah. "The nature of professional reasoning: An analysis of design in the engineering curriculum." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25654.
Full textAbstract:
Access to the practice of a profession is controlled by formal education structures. These structures are intended to induct future professionals into the specialised knowledge, skills and values that underpin that profession. Yet, despite meeting the academic requirements of a professional degree, many graduates struggle to 'apply' specialised knowledge when confronted with problems in professional practice. This is a study of the nature of knowledge as it is mobilised in professional reasoning. The case studied was located in engineering education, because knowledge relations tend to be more explicit in education than in practice. The data were collected from design projects located in two differently structured curricula in civil and mechanical engineering curricula. The research questions that directed the study were: 1. What is the nature of the reasoning involved when specialised disciplinary knowledge is recruited to develop specific, often concrete, artefacts? 2. What is the logic of progression in a trajectory of engineering design tasks in terms of the relation between knowledge and artefact? The study draws on two intellectual fields: models of professional reasoning and design thinking on one hand, and social realism in the sociology of education on the other. These traditions take different positions on professional reasoning. Design thinking is concerned with contextual detail and case precedent, while social realism in the sociology of education is concerned with conceptual coherence within knowledge specialisations and the power of generalisation. Both offer important insights into professional reasoning, but alone neither is adequate. The analysis was done using the semantics dimension of Legitimation Code Theory, LCT (Semantics), which required an adaptation in order to fully describe the significance of contextual detail evident in the data. The findings showed that specialised knowledge and contextual detail interact far more dialectically than previously assumed. This provides empirical insights for structuring curricula. Students can be more intentionally inducted into recontextualising academic knowledge for the purpose of solving contextually emergent problems. Theoretically the study contributes to the social realist school within the sociology of education by revealing its blindness to contextual detail and consequently offering a fuller understanding of the nature of regions. This has implications for other studies of professional knowledge and education.
12
Meyer, Elmarie (Randewijk). "Developing proportional reasoning in mathematical literacy students." Thesis, Stellenbosch : Stellenbosch University, 2010. http://hdl.handle.net/10019.1/3185.
Full textAbstract:
Thesis (MEd (Curriculum Studies)--Stellenbosch University, 2010.ENGLISH ABSTRACT: The aim of this research is three-fold. Firstly I aimed to show the difficulty of the concept of proportional reasoning through empirical research. Several researchers have shown the degree of difficulty learners experience with proportional reasoning and have even indicated that many university students (and adults) do not have sound proportional reasoning skills. Piaget’s controversial developmental levels classify proportional reasoning as a higher order thinking skill in his highest level of development, formal operational thought, and claims that most people do not reach this level. The difficulty of proportional reasoning and the fact that it is a skill needed within all Learning Outcomes of Mathematical Literacy creates a predicament in terms of the difficulty of the subject in general. Is it then fair to classify Mathematical Literacy as an inferior subject in the way it has been done over the last few years if it is a subject that requires learners to operate at such a high level of thought through proportional reasoning? Secondly, I would like to confirm with the use of a baseline assessment that learners entering Grade 10 Mathematical Literacy have poor proportional reasoning skills and have emotional barriers to Mathematics and therefore Mathematical Literacy. The research will be done in three private schools located in the West Coast District of the Western Cape in South Africa. If learners in these educationally ideal environments demonstrate poor proportional reasoning skills even though they were privileged enough to have all the possible support since their formative years, then results from overcrowded government schools may be expected to be even worse. The learners in Mathematical Literacy classes often lack motivation, interest and enthusiasm when it comes to doing mathematics. Through the baseline assessment I confirm this and also suggest classroom norms and values that will help these learners to become involved in classroom activities and educational discourse. Thirdly and finally this research will focus on the design of activities that will aim to build on learners’ prior knowledge and further develop their proportional reasoning skills. I argue that activities to develop proportional reasoning should take equivalence of fractions as basis to work from. The activities will aim to help learners to set up questions in such a way that they can solve it with techniques with which they are familiar. Interconnectivity will form a vital part to this investigation. Not only do I indicate the interconnectivity between concepts in the Mathematical Literacy Learning Outcomes of the National Curriculum Statement, but I would like to make these links clear to learners when working through the proposed activities. Making links between concepts is seen as a higher order thinking skill and is part of meta-cognition which involves reflection on thoughts and processes. In short, this research can be summarised as the design of activities (with proposed activities) that aims to develop proportional reasoning by making connections between concepts and requires of learners to be active participants in their own learning.
AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing is drieledig. Eerstens will ek die probleme met die konsep van proporsionele denke uitlig deur eksperimentele ontwerp navorsing. Verskeie navorsers verwys na die moeilikheidsgraad van probleme wat leerders ondervind met proporsionele denke. Sommige van hierdie navorsers het ook bevind dat verskeie universiteitstudente (en ander volwassenes) nie oor die vaardigheid van proporsionele denke beskik nie. Piaget se kontroversiële ontwikkelingsvlakke klassifiseer proporsionele denke as ‘n hoër orde denkvaardigheid in sy hoogste vlak van ontwikkeling, formele operasionele denke, en noem dat meeste mense nooit hierdie vlak bereik nie. Die hoë moeilikheidsgraad van proporsionele denke en die feit dat dit ‘n vaardigheid is wat binne al die Leeruitkomste van Wiskundige Geletterdheid benodig word veroorsaak ‘n dilemma as mens dit vergelyk met die moeilikheidsgraad van die vak oor die algemeen. Tweedens wil ek met behulp van ‘n grondfase assessering bewys dat leerders wat Graad 10 Wiskunde Geletterdheid betree swak proporsionele denkvaardighede het, gepaardgaande met emosionele weerstand teenoor Wiskunde en Wiskunde Geletterdheid. Die navorsing sal gedoen word in drie privaatskole in die Weskus distrik van die Wes-Kaap van Suid-Afrika. Indien leerders in hierdie ideale opvoedkundige omstandighede swak proporsionele denkvaardighede ten toon stel, ten spyte van die feit dat hulle bevoorreg was om sedert hulle vormingsjare alle moontlike opvoedkundige ondersteuning te geniet, dan kan verwag word dat resultate komende van oorvol staatskole selfs swakker mag wees. By leerders in Wiskunde Geletterdheid klasse kan daar gereeld ‘n gebrek aan motivering, belangstelling en entoesiasme ten opsigte van Wiskunde bespeur word. Deur gebruik van die grondfase assessering wil ek hierdie stelling bewys en ook voorstelle maak vir klaskamernorme en waardes wat sal help om die leerders meer betrokke te maak by klaskameraktiwiteite en opvoedkundige gesprekke.
13
Ferrucci, Beverly J., Jack Carter, and Ngan Hoe Lee. "Proportional Reasoning Models in Developing Mathematics Education Curricula for Prospective Elementary School Teachers." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79745.
Full textAbstract:
A study of pre-service primary school teachers in Singapore and the United States revealed superior performance by the Singaporeans on proportional reasoning problems. Analysis of solutions showed the Singapore future teachers were more likely to use unitary and
benchmark approaches than were their American counterparts. Conclusions include suggestions for programs intended to improve the performance of prospective elementary school teachers on proportional reasoning problems.
14
Eraso, Mario. "Connecting visual and analytic reasoning to improve students' spatial visualization abilities : a constructivist approach." FIU Digital Commons, 2007. http://digitalcommons.fiu.edu/etd/3146.
Full textAbstract:
Current reform initiatives recommend that school geometry teaching and learning include the study of three-dimensional geometric objects and provide students with opportunities to use spatial abilities in mathematical tasks. Two ways of using Geometer's Sketchpad (GSP), a dynamic and interactive computer program, in conjunction with manipulatives enable students to investigate and explore geometric concepts, especially when used in a constructivist setting. Research on spatial abilities has focused on visual reasoning to improve visualization skills. This dissertation investigated the hypothesis that connecting visual and analytic reasoning may better improve students' spatial visualization abilities as compared to instruction that makes little or no use of the connection of the two.
Data were collected using the Purdue Spatial Visualization Tests (PSVT) administered as a pretest and posttest to a control and two experimental groups. Sixty-four 10th grade students in three geometry classrooms participated in the study during 6 weeks. Research questions were answered using statistical procedures. An analysis of covariance was used for a quantitative analysis, whereas a description of students' visual-analytic processing strategies was presented using qualitative methods. The quantitative results indicated that there were significant differences in gender, but not in the group factor. However, when analyzing a sub sample of 33 participants with pretest scores below the 50th percentile, males in one of the experimental groups significantly benefited from the treatment. A review of previous research also indicated that students with low visualization skills benefited more than those with higher visualization skills. The qualitative results showed that girls were more sophisticated in their visual-analytic processing strategies to solve three-dimensional tasks.
It is recommended that the teaching and learning of spatial visualization start in the middle school, prior to students' more rigorous mathematics exposure in high school. A duration longer than 6 weeks for treatments in similar future research studies is also recommended.
15
Wegener, Randy. "An analysis of the effects of a cabinetmaking curriculum on students' problem solving and general reasoning skills at Union Grove High School." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007wegenerr.pdf.
Full text
16
Barker, David Daniel. "Teachers' knowledge of algebraic reasoning its organization for instruction /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4858.
Full textAbstract:
Thesis (Ph. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 21, 2007) Vita. Includes bibliographical references.
17
Varn, Theresa. "EFFECTS OF A MATHEMATICS CURRICULUM RICH IN SPATIAL REASONING ACTIVITIES ON FIFTH GRADE STUDENTS' ABILITIES TO SPATIALLY REASON:." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2129.
Full textAbstract:
ABSTRACT The purpose of this study is to describe the effect of a curriculum rich in spatial reasoning activities and experiences on the ability of my fifth grade students to spatially reason. The study was conducted to examine 1) the effects of my practice of incorporating spatial reasoning lessons and activities in my fifth-grade mathematics classroom on the students' ability to spatially reason and 2) the effects of my practice of incorporating spatial reasoning lessons and activities on my students' ability to problem solve. Data were collected over a ten-week period through the use of student interviews, anecdotal records, photos of student work, student journals, pre- and posttests and a post-study survey. In this study, students demonstrated a statistically significant increase on all pre- and posttests. The student interviews, anecdotal records, photos of student work, and student journals all revealed spatial reasoning was used in mathematics problem solving. The study suggests that spatial reasoning can be taught and spatial reasoning skills can be used in problem solving.M.A.
Department of Teaching and Learning Principles
Education
K-8 Mathematics and Science Education
18
Marsteller, Robert B. "Making Online Learning Personal| Evolution, Evidentiary Reasoning, and Self-Regulation in an Online Curriculum." Thesis, Lehigh University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278376.
Full textAbstract:
An online curriculum about biological evolution was designed according to the Promoting Evidentiary Reasoning and Self-regulation Online (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 Motivated Strategies for Learning Questionnaire (MSLQ); (3) discussion forum posts; (4) formative assessments of evidence based reasoning; (5) Prediction, Monitoring, and Reflection forms (PMR); (6) the Online Instruction Questionnaire; 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.
19
Robertson, Laura, and Andrea Lowery. "Implementing the Claims, Evidence, and Reasoning Framework with Electricity and Magnetism." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1318.
Full text
20
Tsatsarelis, Charalampos. "Children's reasoning with schemes in the context of science education : studies of exemplification, analogy and transformation." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10021967/.
Full textAbstract:
It is clear from common experiences that abstract ideas are often difficult to understand, and that the use of concrete examples is often useful, perhaps always necessary. The research investigates some aspects of the relation between abstraction and examples: how 11-12 year old children move in their thinking between more and less generic levels; between greater and lesser degrees of abstraction; from example to generalization and vice versa, in the context of science education. The central interest is in how children use and modify concrete reasoning schemes. Its significance is in eliciting deep and implicit ideas which affect how children learn science. The empirical work consists of four related studies. The analysis is both qualitative and quantitative, in both cases looking for patterns in response. The first study explores the limitations of the boundaries of ontological categories in children's transformations of entities. Results provide evidence that ontological categories such as natural kinds and artefacts exist in thinking and that schemes are the "bridges" which can make possible even cross-ontological transformations. The second study explores the way that dimensions organise various entities and suggests a novel analysis of analogies. Results show that schemes appear in children's reasoning as packages. The presence of one scheme may predict the presence of another. Children use schemes such as "flow" and "path", which interact and modify one another. The use of examples in science teaching varies. The focus of the third study is on the analysis of examples of ideas in terms of objects which can be seen schematically. Results show that children are able to give consistent examples, in many cases different from the examples in their text books. Schemes that are used by children in the description of objects appear together across the various examples. Examples constrain the schemes children use to describe entities that take part in them. Examples work rather like metaphors. The fourth study shows that children are able to establish connections between concrete examples and generalizations. They think of some instances as better examples of ideas than others. The fit between examples and ideas is good when schemes such as `support', 'border', 'autonomous action' or better when several such anticipated schemes, are satisfied and poor when some are and some not.
21
Timmerman, Briana Eileen. "Peer review in an undergraduate biology curriculum : effects on students' scientific reasoning, writing and attitudes." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18880.
Full textAbstract:
Scientific reasoning and writing skills are ubiquitous processes in science and therefore common goals of science curricula, particularly in higher education. Providing the individualized feedback necessary for the development of these skills is often costly in terms of faculty time, particularly in large science courses common at research universities. Past educational research literature suggests that the use of peer review may accelerate students' scientific reasoning skills without a concurrent demand on faculty time per student. Peer review contains many elements of effective pedagogy such as peer-peer collaboration, repeated practice at evaluation and critical thinking, formative feedback, multiple contrasting examples, and extensive writing. All of these pedagogies may contribute to improvement in students' scientific reasoning. The effect of peer review on scientific reasoning was assessed using three major data sources: student performance on written lab reports, student performance on an objective Scientific Reasoning Test (Lawson, 1978) and student perceptions of the process of peer review in scientific community as well as the classroom. In addition, the need to measure student performance across multiple science classes resulted in the development of a Universal Rubric for Laboratory Reports. The reliability of this instrument and its effect on the grading consistency of graduate teaching assistants were also tested. Further, application of the Universal Rubric to student laboratory reports across multiple biology classes revealed that the Rubric is further useful as a programmatic assessment tool. The Rubric highlighted curricular gaps and strengths as well as measuring student achievement over time.This study demonstrated that even university freshman were effective and consistent peer reviewers and produced feedback that resulted in meaningful improvement in their science writing. Use of peer review accelerated the development of students' scientific reasoning abilities as measured both by laboratory reports (n = 142) and by the Scientific Reasoning Test (n = 389 biology majors) and this effect was stronger than the impact of several years of university coursework. The structure of the peer review process and the structure of the assignments used to generate the science laboratory reports had notable influence on student performance however. Improvements in laboratory reports were greatest when the peer review process emphasized the generation of concrete and evaluative written feedback and when assignments explicitly incorporated the rubric criteria. The rubric was found to be reliable in the hands of graduate student teaching assistants (using generalizability analysis, g = 0.85) regardless of biological course content (three biology courses, total n = 142 student papers). Reliability increased as the number of criteria incorporated into the assignment increased. Consistent use of Universal Rubric criteria in undergraduate courses taught by graduate teaching assistants produced laboratory report scores with reliability values similar to those reported for other published rubrics and well above the reliabilities reported for professional peer review.
Lastly, students were overwhelmingly positive about peer review (83% average positive response, n = 1,026) reporting that it improved their writing, editing, researching and critical thinking skills. Interestingly, students reported that the act of giving feedback was equally useful to receiving feedback. Students connected the use of peer review in the classroom to its role in the scientific community and characterized peer review as a valuable skill they wished to acquire in their development as scientists. Peer review is thus an effective pedagogical strategy for improving student scientific reasoning skills. Specific recommendations for classroom implementation and use of the Universal Rubric are provided. Use of laboratory reports for assessing student scientific reasoning and application of the Universal Rubric across multiple courses, especially for programmatic assessment, is also recommended.
22
Wegerif, Rupert. "Computers, talk and learning : using computers to help coach reasoning through talk across the curriculum." Thesis, Open University, 1995. http://oro.open.ac.uk/56459/.
Full textAbstract:
The main theme of this thesis is the role of computers as a support for reasoning through talk in the classroom. A second, closely linked, theme is the role of reasoning through talk in general intellectual development. In the first part of the thesis the two areas of the teaching of thinking skills and the use of computers as a support for cooperative work in classrooms are explored through critical reviews of the literature and through two empirical studies. The findings of this exploratory research lead to the development of a theoretical framework for the use of computers in classrooms. This theoretical framework consists of the characterisation of a type of talk that is effective in promoting general intellectual development, a model of the structure of educational activities in which groups of children work with computers and a set of principles for the design of software to support reasoned discussion. In the second part of the thesis the theoretical framework is explored and tested through the development and implementation of an intervention programme. A new methodology is developed to evaluate this intervention programme integrating a quasi-experimental method with both qualitative discourse analysis and computer-based discourse analysis. The findings of the evaluation support four key hypotheses which emerge from the theoretical framework. First, that there is a link between the coaching of reasoning through talk and performance on tests of general reasoning ability. Second, that the quality of computer-supported collaborative learning can be enhanced through the off-computer coaching of exploratory talk. Third, that group work at computers can in turn be used effectively to extend an educational programme designed to coach exploratory talk across the curriculum. Fourth, that computer-based collaborative learning can - be used to integrate active peer-learning with directed teaching. These findings have significant implications for educational theory and practice.
23
Jiang, Bo. "Formal Reasoning and Spatial Ability: A Step towards "Science for All"." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002651.
Full text
24
Kahn, Sami. "A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5513.
Full textAbstract:
Scientific literacy is concerned with the informed citizens' ability to negotiate scientifically-related societal issues. The suite of skills necessary to negotiate these complex issues is referred to as Socioscientific Reasoning (SSR). SSR requires, among other things, perspective-taking abilities in order to consider the multi-faceted nature of these open-ended, debatable socioscientific issues (SSI). Developing interventions and instruments to foster and measure perspective taking in support of SSR is therefore critical to the promotion of functional scientific literacy through both research and practice. Although widely studied in many disciplines, perspective taking is a particularly tangled construct that has been used to describe a range of activities representing different psychological domains and applied interchangeably with related constructs such as role taking, empathy, and theory of mind. This ambiguity makes it difficult to ensure construct validity and prevents science education researchers from honing in on the precise skills they wish to study and promote. To clarify the construct of perspective taking, this study undertook a conceptual analysis to operationalize perspective taking, drawing comparisons and distinctions between it and related constructs. Further, by applying a method known as conception development, perspective taking was positioned in the context of SSR, particularly as it relates to moral development, in order to devise a more precise construct relating perspective taking to SSR called socioscientific perspective taking (SSPT). It is asserted that SSPT requires engagement with others or their circumstances, an etic/emic shift, and a moral context comprised of reflective and reflexive judgment. Finally, in order to identify promising interventions for promoting SSPT in the science classroom, the newly-developed SSPT construct was applied to a series of extensively researched curricular frameworks that promote perspective taking in three non-science disciplines including historical empathy (social studies education), method acting (theater education), and autism intervention (special education). The aim of this theoretical inquiry was to translate successful perspective-taking interventions into SSI contexts, yielding an array of promising approaches for fostering SSPT while assessing the feasibility of each of these fields as potential sources for novel and expansive work in SSI to promote scientific literacy. Implications for science education research and practice are discussed.
25
Gaytan, Candice Renee. ""Model-Based Reasoning is Not a Simple Thing"| Investigating Enactment of Modeling in Five High School Biology Classrooms." Thesis, University of California, Davis, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602659.
Full textAbstract:
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.
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’ responses to their students’ ideas or questions may have important consequences for students’ engagement in modeling, and thus, sense-making.
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’ perceptions of students’ capacity to engage in modeling is also related to if and how they provided opportunities for students to make sense of phenomena.
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’ understanding of how teachers enact modeling in science classrooms.
26
Summerfield-Mann, Lynn. "Exploring the development and assessment of clinical reasoning in a problem-based graduate entry occupational therapy curriculum." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019932/.
Full textAbstract:
Clinical reasoning is central to the practice of occupational therapy and can be viewed as one of three components which comprise clinical competence; the other components being relevant knowledge and relevant skills. These three components are highly inter-related, influenced by attitudinal factors and related to prior knowledge and experience; this makes the assessment of clinical reasoning challenging. Problem-based learning (PBL) is an educational strategy well suited to preparing graduates for life-long learning and the evolving practice environments within which they will work. One of the key objectives of a problem-based curriculum is to create a learning environment within which learners can develop clinical reasoning skills alongside self-direction. There is limited research evidence within occupational therapy to suggest how effective PBL is in facilitating the development of clinical reasoning. This study aims to explore student acquisition of clinical reasoning within the PBL curriculum through the use of a case study assessment. This mixed-methods study explores the assessment of clinical reasoning in graduate entry occupational therapy students who have completed an accelerated 2-year PBL curriculum. A Clinical Reasoning Instrument (CRI) was developed to rate clinical reasoning ability in completed case study assessments, the main assessment method of the curriculum. Exploratory Factor Analysis was used to explore the underlying dimensions of clinical reasoning. Student reflections on learning from clinical experiences associated with the case study assessment were analysed using qualitative content analysis. The study concludes that students demonstrate variation in use of clinical reasoning and self-direction which are strongly influenced by practice placements and learning approach. The study recommends that the development of clinical reasoning in occupational therapy needs to account more fully for the complex and situated nature of learning that takes place within clinical environments and that assessment in PBL needs to be more aligned with the goals of capability and life-long learning.
27
Grassie, Chelsey Lee. "16S Ribosomal RNA and Phylograms: Characterizing Student Reasoning to Learning Outcomes from the American Society for Microbiology Curriculum." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28202.
Full textAbstract:
The American Society for Microbiology (ASM) has established a suggested curriculum for introductory microbiology courses that includes a focus on evolution. However, no data is published to describe how proficiently students address the learning outcomes, in part because validated assessments do not exist. Thus, the goal of this project was to develop assessment prompts that capture student understanding about fundamental statement five under the core concept of evolution. In total, 167 written responses were collected from upper-division microbiology courses, with pre-pharmacy and microbiology majors comprising the majority of students (74.6%). Two coders coded all written responses, and five student interviews were conducted. Results indicate that students have not retained instruction on 16S rRNA, or have not been exposed to it in their classes. Additionally, most students have not been exposed to phylograms, and are unfamiliar with genetic distance being represented on a phylogenetic tree. Emergent reasoning techniques are described.
28
Powell, Wardell Anthony. "The Effects of Emotive Reasoning on Secondary School Students' Decision-Making in the Context of Socioscientific Issues." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5385.
Full textAbstract:
The discrepancy between what students are being taught within K-12 science classrooms and what they experience in the real world has been well documented. This study sought to explore the ways a high school biology curriculum, which integrates socioscientific issues, impacts students' emotive reasoning and their ability to evaluate evidence, make informed decisions on contemporary scientific dilemmas, and integrate scientific content knowledge in their reasoning on SSI. Both quantitative and qualitative methods were used to examine differences within and between an SSI treatment group and a comparison group as well as individual differences among students' responses over a semester of high school biology. Results indicated students used emotions largely to evaluate evidence and make decisions on contentious scientific dilemmas. In addition, the results showed students used newly gained scientific content knowledge to make logical predictions on contentious scientific issues. Statistical significance was found between groups of students in regard to their interest in the use of embryonic stem cell treatments to restore rats' vision, as well as students' abilities to evaluate evidence. Theoretical implications regarding the use of SSI in the classroom are presented.
29
Guthrie, Janice Marie. "The effect of the use of Christian-published science textbooks on the ACT Science Reasoning Subtest Scores of Midwest Christian High Schools." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
Full text
30
Meier, Daniel John. "The Use of Primary Source Historical Documents, Historical Reasoning Heuristics, and the Subsequent Development of Historical Empathy." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/43556.
Full textAbstract:
Educational PsychologyPh.D.
The purpose of this study was to determine if the use of primary source historical documents used in conjunction with the heuristics associated with historical reasoning (sourcing, corroboration, and contextualization) would lead to a subsequent development of historical empathy. Three intact groups (already formed history classes) from Northeast High School in Philadelphia, Pennsylvania were studied throughout a baseline and four trials for this study. One group was designated as the experimental condition and received primary source historical documents as well as scaffolding of the historical reasoning heuristics of sourcing, corroboration, and contextualization. The next group was designated as the comparison condition which received the primary source historical documents but no scaffolding on the aforementioned heuristics. The final group was designated as the control condition and received traditional textbook instruction throughout the four main trials of the study. Results showed that mean scores of the heuristics involved in historical reasoning as well as historical empathy increased simultaneously for the experimental as well as the comparison group throughout the study, with the experimental group showing the highest mean gains. However, whether training in the historical reasoning heuristics of sourcing, corroboration, and contextualization lead to historical empathy cannot be conclusively proven from this current study.
Temple University--Theses
31
Wasman, Deanna G. "An investigation of algebraic reasoning of seventh- and eighth-grade students who have studied from the Connected mathematics project curriculum /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988711.
Full text
32
Johnson, Gwendolyn Joy. "Proportionality in Middle-School Mathematics Textbooks." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1670.
Full textAbstract:
Some scholars have criticized the treatment of proportionality in middle-school textbooks, but these criticisms seem to be based on informal knowledge of the content of textbooks rather than on a detailed curriculum analysis. Thus, a curriculum analysis related to proportionality was needed.
To investigate the treatment of proportionality in current middle-school textbooks, nine such books were analyzed. Sixth-, seventh-, and eighth-grade textbooks from three series were used: ConnectedMathematics2 (CMP), Glencoe's Math Connects, and the University of Chicago School Mathematics Project (UCSMP). Lessons with a focus on proportionality were selected from four content areas: algebra, data analysis/probability, geometry/measurement, and rational numbers. Within each lesson, tasks (activities, examples, and exercises) related to proportionality were coded along five dimensions: content area, problem type, solution strategy, presence or absence of a visual representation, and whether the task contained material regarding the characteristics of proportionality. For activities and exercises, the level of cognitive demand was also noted.
Results indicate that proportionality is more of a focus in sixth and seventh-grade textbooks than in eighth-grade textbooks. The CMP and UCSMP series focused on algebra in eighth grade rather than proportionality. In all of the sixth-grade textbooks, and some of the seventh- and eighth-grade books, proportionality was presented primarily through the rational number content area.
Two problem types described in the research literature, ratio comparison and missing value, were extensively found. However, qualitative proportional problems were virtually absent from the textbooks in this study. Other problem types (alternate form and function rule), not described in the literature, were also found.
Differences were found between the solution strategies suggested in the three textbook series. Formal proportions are used earlier and more frequently in the Math Connects series than in the other two. In the CMP series, students are more likely to use manipulatives.
The Mathematical Task Framework (Stein, Smith, Henningsen, & Silver, 2000) was used to measure the level of cognitive demand. The level of cognitive demand differed among textbook series with the CMP series having the highest level of cognitive demand and the Math Connects series having the lowest.
33
Dasari, Bhoomiah Dharmiah. "An evaluation of the development of clinical reasoning skills in a cohort of occupational therapy students in Hong Kong : implications for curriculum design." Thesis, University of Hull, 2006. http://hydra.hull.ac.uk/resources/hull:5674.
Full textAbstract:
The aim of the study was to evaluate how Hong Kong Occupational Therapy students develop their clinical reasoning abilities and progress through the stages of their undergraduate curriculum. The study examines a range of factors that may affect their development of clinical reasoning. The student cohort was composed of a class of 80 BSc (Honours) occupational therapy students at the Hong Kong Polytechnic University. The study was predominantly quantitative; however, focus group interviews were included among a range of methodologies. Validated test instruments were administered during the four instances of pre- and post-clinical education intervention. The Study Process Questionnaire (Biggs, 1987c) assessed approaches to learning. The Moore & Fitch Inventory of Leaming Preferences (cited in Woods, 1994) was administered to determine whether or not changes in students' learning preferences and attitudes affected clinical reasoning skills. The Self-Assessment of Clinical Reflection and Reasoning (Royeen et al, 1994) was administered as a pre- and post-clinical education intervention to evaluate students' level of clinical reflection and reasoning skills. A focus group interview was designed to probe students' understanding and application of clinical reasoning processes. The study's findings enhance our understanding of the progressive development of students' clinical reasoning skills through novice to expert continuum. Extrapolating into the undergraduate domain, this study highlighted the difficulties students face when trying to reason through, integrate and synthesize their theoretical learning in both academic and clinical education settings. An outcome of this study identified that clinical reasoning is multifaceted and complex in its application. The major conclusions suggest ways in which the development of Hong Kong students' clinical reasoning skills could be enhanced by taking account of their culturally influenced learning styles. As clinical reasoning does not occur in isolation, students need to develop these skills, establish the connection between theory and practice, and apply these skills in client intervention.
34
Robertson, Laura, Andrea Lowery, Lindsay Lester, and Renee Rice Moran. "The Intersection of 5Es Instruction, and the Claims, Evidence, and Reasoning Framework: A Hands-on Approach Supporting the NGSS in Upper Elementary Classrooms." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1308.
Full text
35
Schmidt, Cecil P. "Cognitively flexible hypertext in an object-oriented programming course : effects of case-based instructional support on student learning." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/124.
Full text
36
Postma, Thomas Corne. "Evaluating the impact of adjunctive integrated case-based dental teaching and learning on clinical reasoning in a discipline-based teaching and learning environment." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40246.
Full textAbstract:
Problem-solving and integration of knowledge are key objectives of the undergraduate dental curriculum of the School of Dentistry, University of Pretoria, which aims to develop the clinical reasoning skills of students. For practical reasons the School provides discipline-based teaching and learning, which, according to the literature, might limit a student’s ability to integrate knowledge during clinical reasoning processes. The literature suggests that problem-solving by means of case studies – an active teaching and learning strategy– might be a useful method to develop and integrate knowledge at undergraduate level, and that earlier exposure to clinical cases might assist in the attainment of clinical reasoning skills at an earlier stage. Hence, this action research study describes the planning, design, implementation and evaluation of a “new” Comprehensive Patient Care curriculum over a three-year period (2009 - 2011) based on Kern’s “six-step approach to curriculum development”. The new curriculum employs an adjunctive integrated case-based approach according to the principles described in the “Four Component Instructional Design Model” and a new variant of the so-called “progress test”, starting already in the preclinical (third) year of study, to develop and test students’ clinical reasoning skills over time.
The exit-level progress test results of dental students who had been taught by following an adjunctive integrated case-based approach were statistically analysed, using mixed model statistics, and were compared with the clinical decision-making skills of cohorts who had been taught by following the traditional discipline-based approach. These analyses were complemented by bivariate and multivariate quantitative analyses and qualitative student feedback (mixed methods). The validity of the progress test results was also examined by comparing the results of different cohorts.
The fifth-year cohort who had been exposed to integrated case-based teaching and learning from their preclinical year performed significantly better in the progress test at exit level than the cohorts who had received only discipline-based teaching and learning, even when controlling for previous academic performance. These findings were supported by the quantitative and qualitative feedback that students gave about the educational processes that were followed. The progress test performed reasonably well as a measurement tool and all the differences that were measured between the different cohorts could be explained logically. Case specificity posed the biggest threat to the reliability of the test.
The results suggest that integrated case-based teaching and learning, commencing in the preclinical study years, might be a useful intervention to improve clinical reasoning ability at exit level in dental schools such as the School of Dentistry, University of Pretoria that follow a discipline-based approach. The results of this action research study provided particularly useful information, which will allow further improvements to the educational intervention. The results of this study require further research to substantiate the findings beyond doubt.Thesis (PhD)--University of Pretoria, 2013.
gm2014
Dental Management Sciences
unrestricted
37
Tsai, Hsiao-Feng. "Classroom Discourse and Reading Comprehension in Bilingual Settings: A Case Study of Collaborative Reasoning in a Chinese Heritage Language Learners’ Classroom." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045818.
Full text
38
Gregemo, Marie. "”Vi gör det för vår egen, elevens och för föräldrarnas skull” : Några lärares resonemang angående IUP i gymnasiesärskolan." Thesis, Karlstads universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68673.
Full textAbstract:
The purpose of this study is to examine how some teachers reason regarding the IDP in upper secondary school for pupils with intellectual disability. The chosen theory of the study is curriculum theory and the chosen method of the study is qualitative content analysis. Ten teachers from five upper secondary schools for pupils with intellectual disability in Central Sweden, which both used and did not use IDP as tools in teaching for pupils with intellectual disability have been interviewed. To analyze the interviews, both the inductive approach and the deductive approach have been used. The results of the study shows that the IDP has many functions in teaching pupils with intellectual disability at upper secondary school. There were mostly advantages that emerged in the teachers' reasoning regarding the use of the IDP in the education of pupils with intellectual disability, although there were also some disadvantages. In those categories where it was possible to study the existence of curriculum ideologies, it was primarily the learner centered ideology as well as social efficiency ideology that were most prominent. Current research on IDP has been discussed as well as curriculum and syllabus and how they relate to IDP and pupils with intellectual disability.
39
Moomaw, Sally Coup. "Measuring Number Sense in Young Children." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204156224.
Full text
40
Cook, Kristian Ciarah. "Designing and Assessing New Educational Pedagogies in Biology and Health Promotion." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8403.
Full textAbstract:
Recent developments in educational research raise important questions about the design of learning environments—questions that suggest the value of rethinking what is taught, how it is taught, and how is it assessed. During the past few decades, STEM disciplines began formally recognizing and integrating discipline-based education research (DBER) into their research programs to improve STEM education. One of the less literature-affluent areas of DBER addresses curriculum order and design appertaining to concept types and the order in which we teach those concepts. As educational researchers, we pose the question: does content order matter? In this project we designed, implemented and analyzed a concrete-to-abstract curriculum as a way of teaching and learning that not only builds off what students already know but how their intellect develops throughout the learning process. This semester-long curriculum design is scientifically supported and provides a learning environment aimed to not only building a student’s declarative knowledge of the subject but procedural knowledge as well and a way of developing scientific reasoning skills. This design also aimed at enhancing a student’s ability to make connections between biological concepts despite being classified as different biological concept types (e.g. descriptive, hypothetical, and theoretical concepts) as described by Lawson et al (2000). The reasoning behind and development of this project was based from Jean Piaget’s proposed stages of intellectual development, which supports the concrete-to-abstract theory. We found that, when compared to a traditional biology course (abstract-to-concrete in terms of content order), a concrete-to-abstract order of content resulted in significantly higher biological declarative knowledge and ability to make concept connections. While we failed to detect a significant difference between the two courses in terms of how quickly scientific reasoning skills are developed or how students’ scores on scientific reasoning skill assessments, the concrete-to-abstract course did show significantly higher gains in reasoning between the start and end of the semester. In addition to this project, a significant amount of time was also allocated to the design and evaluation of a health promotion and education program in Samoa. We developed a program which centered on a principal-run caregiver meeting as a means to expand health promotion and prevention efforts concerning Rheumatic Heart Disease, which is a significant cause of child morbidity and mortality in Samoa. We found that training principals on how to inform their student’s caregivers was an effective way to increase RHD awareness and disseminate correct health information including what to do if their child presents with a sore throat.
41
Christoffersson, Carin. "Resonera mera! : En studie om resonemangsförmågans kvantitativa och kvalitativa betydelse i samhällskunskap för år 4-6, från Lgr 62 till Lgr 11." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44453.
Full textAbstract:
Although the words reasoning or being able to reason appear 480 times in today's curriculum Lgr 11, there are no explanations and justifications why students should learn and be assessed based on the knowledge requirements in their ability to reason. This paper examines how this can be found, mainly in the syllabus in civics education for grades 4-6, and whether the relevance of reasoning has been similar in previous curricula from 1962 to the present day. With quantitative content analysis and qualitative text analysis, curricula in social studies and commentary material have been analysed. The analyses have been made based on the curriculum philosophies progressivism, essentialism and reconstructivism, as a theoretical framework and a possible way to explain the quantitative and qualitative results, and answer the purpose of the essay how the relevance has changed. Another purpose of the essay is to investigate how the change has been justified and whether a change in perception of knowledge can explain the varied occurrence of the ability to reason, or how important one have considered the ability to be. The results of the essay shows that the quantitative results are not entirely related to the qualitative ones. Although the words occur most times in Lgr 11, I find that the greatest relevance to reasoning is given in Lgr 80. One possible reason for this may be that Lgr 80 expresses a reconstructive view of knowledge where the learning process is in focus, rather than an essentialist view of knowledge as in Lgr 11, where the subject content is the most central.
42
Kotsch, Janeen S. "EXPLORING STUDENTS’ EXPERIENCES OF CONCEPT-BASED LEARNING IN AN ASYNCHRONOUS ONLINE PHARMACOLOGY COURSE: AN INTERPRETIVE STUDY." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent161787487052164.
Full text
43
Orfali, Fabio. "A conciliação das ideias do cálculo com o currículo da educação básica: o raciocínio covariacional." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05112018-161520/.
Full textAbstract:
A ausência do Cálculo Diferencial e Integral no currículo do Ensino Médio no Brasil, diferentemente do que acontece em outros países, constituiu-se na motivação original para este trabalho. Considerando as finalidades mais gerais da escola básica apresentadas nos documentos oficiais, mostramos o aporte que o ensino de Cálculo pode conduzir à formação de nossos jovens, favorecendo uma visão mais integrada das disciplinas e o desenvolvimento da capacidade de compreender e interpretar fenômenos. Trazer o estudo do Cálculo para a escola básica, porém, não pode significar uma antecipação do que é feito nos cursos universitários, como acontecia no Brasil há algumas décadas. Pelo contrário, a abordagem deve se basear nas ideias fundamentais do Cálculo, como variação, aproximação e proporcionalidade, que já estão presentes no programa da escola básica. Para tanto, apresentamos o raciocínio covariacional, definido como o conjunto de atividades cognitivas envolvidas na análise coordenada das variações de duas grandezas interdependentes. Construindo uma trajetória que começa nas séries iniciais, chega às grandezas proporcionais, perpassa todo o estudo das funções e se estende até o final do Ensino Médio, mostramos que o modelo representado pelo raciocínio covariacional pode nortear o processo de fortalecimento das ideias do Cálculo no currículo da escola básica. Para ter uma noção do cenário atual, avaliamos o nível de raciocínio covariacional de 66 alunos recém-formados no Ensino Médio brasileiro, aprovados em um competitivo exame seletivo para ingresso na universidade. A enorme dispersão dos resultados indicou a pouca consistência do atual programa de nossa escola básica em relação ao desenvolvimento do raciocínio covariacional. Aproveitando o estudo realizado, extrapolamos o contexto da escola básica para avaliar a relação entre o nível inicial de raciocínio covariacional dos alunos e seu desempenho na disciplina de Cálculo na universidade. Os resultados sinalizam para o efeito positivo que um trabalho mais efetivo com o raciocínio covariacional pode ter no enfrentamento das dificuldades vividas por alunos e professores nas disciplinas de Cálculo do ensino superior.The absence of Differential and Integral Calculus in Brazilian high school syllabus, differently from what happens in other countries, has been the main motivation to develop this thesis. Considering the most general objectives of the K-12 education presented in the official documents, we hereby demonstrate the robust contribution of teaching Calculus to the secondary school students, by offering an integrated discipline overview, and the development of the ability of understanding and interpreting phenomena. However, the introduction of the study of Calculus to secondary school should not be an anticipation of what is developed in the university courses, as it used to be some decades ago in Brazil. The approach, on the other hand, should be based on the Calculus fundamental ideas, such as: variation, approximation and proportionality, which are already present in the K-12 curriculum. Therefore, we described the covariational reasoning, which is defined as the cognitive activities involved in the coordinated analysis of two interdependent quantities variations. We have designed a track using a covariation framework, starting in elementary school, which then achieves the study of proportionality and functions, and extends up to the end of high school, resulting in the strengthening of the Calculus ideas in the curriculum. In order to have a general view of the current scenario, we evaluated the covariational reasoning level of 66 recent graduated high school students in Brazil, who were approved in a high competitive exam in order to enter university. As a result, we detected an impressive lack of consistency regarding the development of covariational reasoning in the secondary school curriculum. Moreover, we could evaluate the relation between the initial students covariational reasoning level and their understanding of Calculus in the university. Our results indicate that fostering covariational reasoning may effectively lead to a positive influence, when dealing with difficulties faced by students and faculty in Calculus courses at the university level.
44
Bartley, Jessica E. "Exploring the Neural Mechanisms of Physics Learning." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3889.
Full textAbstract:
This dissertation presents a series of neuroimaging investigations and achievements that strive to deepen and broaden our understanding of human problem solving and physics learning. Neuroscience conceives of dynamic relationships between behavior, experience, and brain structure and function, but how neural changes enable human learning across classroom instruction remains an open question. At the same time, physics is a challenging area of study in which introductory students regularly struggle to achieve success across university instruction. Research and initiatives in neuroeducation promise a new understanding into the interactions between biology and education, including the neural mechanisms of learning and development. These insights may be particularly useful in understanding how students learn, which is crucial for helping them succeed. Towards this end, we utilize methods in functional magnetic resonance imaging (fMRI), as informed by education theory, research, and practice, to investigate the neural mechanisms of problem solving and learning in students across semester-long University-level introductory physics learning environments. In the first study, we review and synthesize the neuroimaging problem solving literature and perform quantitative coordinate-based meta-analysis on 280 problem solving experiments to characterize the common and dissociable brain networks that underlie human problem solving across different representational contexts. Then, we describe the Understanding the Neural Mechanisms of Physics Learning project, which was designed to study functional brain changes associated with learning and problem solving in undergraduate physics students before and after a semester of introductory physics instruction. We present the development, facilitation, and data acquisition for this longitudinal data collection project. We then perform a sequence of fMRI analyses of these data and characterize the first-time observations of brain networks underlying physics problem solving in students after university physics instruction. We measure sustained and sequential brain activity and functional connectivity during physics problem solving, test brain-behavior relationships between accuracy, difficulty, strategy, and conceptualization of physics ideas, and describe differences in student physics-related brain function linked with dissociations in conceptual approach. The implications of these results to inform effective instructional practices are discussed. Then, we consider how classroom learning impacts the development of student brain function by examining changes in physics problem solving-related brain activity in students before and after they completed a semester-long Modeling Instruction physics course. Our results provide the first neurobiological evidence that physics learning environments drive
the functional reorganization of large-scale brain networks in physics students. Through this collection of work, we demonstrate how neuroscience studies of learning can be grounded in educational theory and pedagogy, and provide deep insights into the neural mechanisms by which students learn physics.
45
Jensen, Rebecca Sue. "THE EFFECT OF CURRICULAR SEQUENCING OF HUMAN PATIENT SIMULATION LEARNING EXPERIENCES ON STUDENTS’ SELF-PERCEPTIONS OF CLINICAL REASONING ABILITIES." Thesis, 2011. http://hdl.handle.net/1805/2715.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)It is unknown whether timing of human patient simulation (HPS) in a semester, demographic (age, gender, and ethnicity), and situational (type of program and previous baccalaureate degree and experience in healthcare) variables affects students’ perceptions of their clinical reasoning abilities. Nursing students were divided into two groups, mid and end of semester HPS experiences. Students’ perceptions of clinical reasoning abilities were measured at Baseline (beginning of semester) and Time 2 (end of semester), along with demographic and situational variables. Dependent variable was Difference scores where Baseline scores were subtracted from Time 2 scores to reveal changes in students’ perceptions of clinical reasoning. Students who were older and had previous healthcare experience had higher scores, as well as students in the AS program, indicating larger changes in students’ perceptions of clinical reasoning abilities from Baseline to Time 2. Timing of HPS, mid or end of semester, had no effect on Difference scores, and thus students’ perceptions of clinical reasoning abilities.
46
Mfidi, Faniswa Honest. "Comparative analysis of the effects of two curricular approaches to the development of clinical reasoning abilities in nursing students following comprehensive basic nursing programmes." Thesis, 2001. http://hdl.handle.net/10413/5443.
Full textAbstract:
A comparative analysis was undertaken using descriptive survey and cross-sectional design to explore the effects of two curricular approaches ( Problem-based learning and traditional) used in Comprehensive basic nursing programme on the development of, clinical reasoning abilities of nursing students was undertaken, Triple Jump Exercise as the data collection instrument was used to evaluate students' abilities, in clinical reasoning, Using quota sampling technique, a convenience sample of 87 subjects was selected from two nursing institutions using these two approaches, These were student nurses in their 1st, 2nd and 4th year levels of study, Using individual interviews, subjects were required to think aloud and verbalize their clinical reasoning after being presented with a clinical scenario, Subjects' verbalizations were quantified, based on the criteria specified in the evaluation form of the data collecting instrument, and total scores were obtained, Analysis using computer software package (SAS) was done to provide for descriptive and statistical summarisation, Though descriptive analysis through mean scores of clinical reasoning showed slight differences resulting from the curricular approaches used. this was not confirmed statistically as the two factor ANOVA and Tukey's method revealed no significant differences by approaches nor their interaction with level of study, Only levels of study had significant differences at p=O,OOO I, with senior levels outperforming their juniors, These findings therefore conclude that PBL and the traditional approach perfonn on a similar level in clinical reasoning. Nurse educators are therefore challenged to identify effective strategies to enhance and nurture clinical reasoning, One strategy, which this study recommends, is the use of case-based approaches in CBNP.Thesis (M.Cur.)-University of Natal, Durban, 2001.
47
Gonzalez, Jose Ricardo. "The prevalence of model-based reasoning in CSCOPE curriculum for sixth grade science." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-3933.
Full textAbstract:
This research was conducted on model-based reasoning and its prevalence in CSCOPE curriculum. Communications with seven CSCOPE representatives out of twenty regions revealed that CSCOPE is simply a name, not an acronym. The primary focus of CSCOPE is to impact instructional practices in the classroom to improve student performance. This report discusses the history of CSCOPE, its framework, and its exemplar lessons. It also looks at model-based reasoning, taxonomy of models, and model-eliciting activities. The research also aims to determine if the exemplar lessons in CSCOPE can be classified as model-based.text
48
Crowell, Amanda. "Assessment of a Three-Year Argument Skill Development Curriculum." Thesis, 2011. https://doi.org/10.7916/D8086C86.
Full textAbstract:
This study examines whether middle-school students' dense, extended engagement in an argumentation curriculum promoted development of argument skills, specifically increased use of direct counterargument and improved argument evaluation skill. A total of 56 students in two classes participated twice a week for three years (grades 6, 7, and 8) as part of their regular school curriculum. Students attended an urban middle school affiliated with a large university and were predominantly Hispanic and African-American and from lower and lower-middle socioeconomic backgrounds; 20% were from middle-class Caucasian families. In addition to its central element - electronically conducted pair dialogs on social issues - the curriculum encompassed a range of activities including small group preparation of arguments and reflective activities. A third class of 23 served as a comparison group; they also met twice a week over the same time period. They addressed similar social issues in more traditional whole-class discussion and wrote essays. Assessments of dialogic argumentation skill and argument evaluation skill initially and at the end of each of the three years indicated that that the curriculum promoted the use of counterargument generally and the direct counterargument skill specifically. Performance of the experimental group increased over time in both respects and exceeded that of the comparison group. Students participating in the intervention also engaged in more sustained direct counterargument sequences than did students in the comparison group at the final assessment. Parallel improvements in argument evaluation skill of the experimental group relative to the comparison group suggest that evaluation skill responds to practice much the same way as does argumentation performance. Theoretical implications for our understanding of developmental mechanisms are considered, as well as educational implications.
49
Ramsey, Stephanie Holstad. "How Do We Develop Multivariable Thinkers? An Evaluation of a Middle School Scientific Reasoning Curriculum." Thesis, 2014. https://doi.org/10.7916/D8Z0367G.
Full textAbstract:
The development of single-variable causal reasoning is well-studied, with children demonstrating an impressive ability to detect causality from an early age. A less studied, and perhaps important, ability is to understand multivariable causality. Individuals who possess a single-variable mental model of causality risk not thinking deeply enough to accurately detect and understand how the world works. Previous work with middle-schoolers (Kuhn, Ramsey and Arvidsson, under review) has shown that students can be supported in developing their mental models of causality through an extended opportunity to deeply engage in self-directed investigations. These investigations used social studies and health content within social studies and science classrooms; the current work evaluates whether similar development can be supported through using science curriculum content. To evaluate the question, an intervention was conducted in which students performed self-directed investigations into databases to uncover relationships in the data. These investigations were carried out by utilizing InspireData, an age-appropriate software that allows students to visually represent data. Ninety-two eighth grade students were assessed after a self-directed investigation of factors affecting precipitation levels in which they used InspireData to interpret data. Approximately 58% of students had previous experience with a self-directed investigation into factors affecting Body Mass Index, also using InspireData. Students either participated in a one-day intervention (the dense condition) or a six sessions within a two-week period (distributed condition). The effectiveness of the intervention was measured through three assessments: 1) The eighth grade research report prepared during the intervention; 2) A graph-reading assessment which used novel InspireData graphs; and 3) The Cancer Task, which provided an assessment of each student's mental model of causality. Intervention students had superior understanding of causality when compared to an out-of-school control group for mental model of causality, but the improvement in scientific reasoning skills was not as dramatic as in previous interventions. Intervention students demonstrated an ability to detect causal relationships during their intervention, as well as on unfamiliar graphs. There were no differences in graph interpretation and research report performance by condition (dense or distribution conditions) or previous experience. These results suggest that the understanding of multivariable causality is a fragile construct which will not always develop under what appear to be similar circumstances. Students in this intervention investigated a database, successfully identifying relationships present in the data, but were not as likely to undergo the cognitive change necessary to improve their multivariable thinking as participants in previous interventions. Beliefs about the nature of science may affect how students participated in the intervention and therefore whether conceptual development regarding causal understanding was possible. Suggestions for further research into the circumstances in which multivariable understanding can develop and implications based on these findings are discussed.
50
Hung, Chih-Cheng. "Students' reasoning about functions using dependency ideas in the context of an innovative, middle school mathematics curriculum." 1995. http://catalog.hathitrust.org/api/volumes/oclc/34846478.html.
Full textAbstract:
Thesis (Ph. D.)--University of Wisconsin--Madison, 1995.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 193-199).