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1
Kerr, E. Anne. "Feminising science : linking theory and practice." Thesis, University of Edinburgh, 1995. http://hdl.handle.net/1842/20604.
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In this thesis I propose a practical framework for a feminist science by seeking to ground feminist theories in an understanding of the practice of science. There are two inter-linking themes. The first concerns relating feminist epistemologies of science to an understanding of how the practice of science is gendered. This understanding is then developed in the second theme, namely, feminist strategies for change. These issues are explored further in two empirical studies which investigate experiences and perceptions of the next generation of scientists (undergraduate science students) and women practitioners who are sympathetic to feminism and science. Part 1 reviews feminist literature that addresses the position of women in science, the relationships between gender and science, and feminist epistemologies of science. I identify, and explore empirically in Part 2, limitations in the various theories. These fall under two main headings. First, the relationship between male domination of science and masculinity, focusing in particular, on the social construction of masculinity within science and differences in scientific practice. Second, I investigate the gap between theory and practice in feminist epistemologies of science, covering four main issues: the role of the individual feminist scientist within the scientific community; the tension between relativism and objectivism in a feminist methodology; the organisation of a feminist science; and the relationship between a feminist scientific community and the wider society.
2
White, Robyn C. "Heroes from the past : their beliefs and practices, and influence on current science education practice." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/2590.
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This study reflects my own search to clarify the process of cultural change in an educational setting. In particular it clarifies for me the process through which State-wide science curriculum reform was enacted in the late 1950s and into the 1970s. This period is interesting because of a continuing perception amongst science teachers that the system-wide changes of the time were widely supported by teachers and influenced classroom practice. My aim in this study was to explore how the characteristics of this cultural change process may be applied in the current climate of school reform.The members of the local science teacher community of the 1950s, 1960s and 1970s engaged in similar activities and conversations as they attended the same University then continued to enter into similar school-based activities. As a group of people with shared experiences and values, who made decisions based on similar understandings and priorities, this group may be regarded as an identifiable culture.The day to day activities of this community of science teachers were underpinned by each teacher's beliefs about scientific knowledge and processes and school science, as well as understandings about the teaching and learning process. Many of these beliefs were so fundamental as to be unquestioned, and may be referred to as referents, or myths. For the members of a culture to change their practice then, new referents must be introduced, or existing referents modified.In searching for the process by which this culture was able to access new understandings, this study examined the comparative influence of two highly visible science educators who promoted science curriculum change in the State. As a result of data collection involving interviews with twenty-five key informants and the examination of private and public archival records; the crucial role of these unique personalities emerged consistently: Each of these men have been characterised as a Hero because each brought new understandings to their existing culture (Campbell, 1949).In reviewing the extended career of each Hero it was possible to draw strong parallels with mythical Greek heroes, Perseus and Theseus. This metaphorical representation not only effectively mirrored the life history of the modern-day heroes but also served to reconnect the logic of science along with that of the emotion of art - a balance well understood by the Greeks.The study found that the successful Heroes promoted significant long term change by instituting new rituals, ceremonies and artefacts throughout the science education community. Over time, these activities effectively modified older referents and created new ones, leading to new practice in the curriculum enacted by science teachers.In drawing together the stories of Perseus and Theseus, it was possible to recognise common elements in the processes by which these influential individuals were able to effect new practice in their community. Thus the study provides a template for the cultural change process in the future.In the final discussion, focus shifts to the relevance of this research to the everyday enterprise of schools and school systems. As a school practitioner z always read scholarly papers with the underpinning question; "See What?" The final chapter then, is largely hypothetical as it poses possibilities, makes predications and offers advice for readers seeking to improve the change process in their own context.
3
Tolliver, Matthew, Jodi Polaha, Gayatri Jaishankar, Freda Campbell, and Lauren Selzer. "Be a Champion! Practical Strategies to Improve Your Practice Using Implementation Science." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8855.
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This presentation will feature real world implementation examples from a seasoned interprofessional team working in a high needs primary care clinic. In Part 1 of our session (approx. 30 minutes), we will define implementation science and familiarize the audience with the EPIS framework (Aarons, Hurlburt, & Horwitz, 2011). We will also describe champion teams as a practical and efficient way to conduct implementation science on the clinic level. Part 2 of our session (approx. 30 min) will be dedicated to translating concepts learned in Part 1 to audience members' personal work via individual worksheets, small and large group discussion, and a question and answer period. Additionally, participants will gain access to an electronic toolkit with relevant articles, worksheets and materials to and build on ideas generated during the session and support their project implementation after the conference.
4
Ghezzi, Beverley J. "Culture, genderization and science practice in Japan." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37894.
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This study of Japanese women scientists recognizes that their workplaces are those in which the traditional culture of Japan meets the practices of a modern scientific laboratory. In many ways, the two places, Japan and the laboratory, hold contradictory values. Which values will subsume which? Having asked this question, I have attempted to determine the implications of this clash of values for Japanese women working in science. 85 non-Japanese postdoctoral researchers working in Japan were asked their opinions about the distinct characteristics of Japanese laboratory practice, and 62 Japanese women in science in Japan and abroad were asked to comment on a variety of issues in relation to their situation. Results of this survey indicate that Japanese cultural values predominate in science practice in Japan. This predominance has implications both for the scientists and for scientific results. Japan's science laboratories are psychologically less cold than they otherwise might be, but the warm human connections helpful on a social level are in some ways inimical to getting scientific tasks done. The vertical social structure, moreover, means that women who leave scientific work temporarily to fulfill home duties may find it difficult to return to their workplaces later, when these duties become less pressing. Individual needs relating to role models, mentoring, family issues, and to the cultivation of critical thought and independent thinking appear to be the most pressing for women scientists. Implications are: Japan needs a method of allowing field-independent discussion without reference to considerations of rank, seniority, or age. The government of Japan can be supportive of women in science in various ways. For example, they can adjust the gendered division of labour in the scientific workplace and in the Japanese home to include both masculine and feminine participation at both sites. They can also compose a new governmental word descriptive of the present
5
Samuel, Andrew Monteith Marshall. "Science as practice : conserving Scotland's natural heritage." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337255.
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Williams, A. Lynn, S. M. Camarata, Nancy J. Scherer, and B. Bain. "The Science and Practice of Phonological Intervention." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/2109.
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Abdo, Ragheb. "Islamist moderation in practice: democratic practices and their shifting meanings." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107854.
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The purpose of this thesis is to examine the causes of Islamist ideological moderation. It focuses on the role of discursive structures and social practices in bringing about this ideational change. Through an in-depth case study of the Muslim Brotherhood in Jordan, a discourse and practice analysis is conducted to provide a theory that traces this group's moderation as a process. The thesis presents the argument that the group's increasing moderation was a result of practicing politics in a structural environment that challenged them strategically and ideologically. Under these environmental conditions, significant contestation arose within the movement. Resolving these debates internally by providing ideological justifications for controversial political practices, and doing so through deliberative democratic processes, provided the legitimacy needed to alter, and moderate, the movement's ideology.L'objectif du présent mémoire est d'examiner les causes qui sous-tendent la modération du discours idéologique des groupes Islamistes. À cet égard, ce mémoire se concentre sur le rôle des structures discursives et des pratiques sociales qui constituent la condition de possibilité de ce changement idéationnel. Grâce à une étude de cas approfondie des Frères Musulmans en Jordanie, ce mémoire mène une analyse du discours et des pratiques sociales pour formuler une théorie qui trace le processus de modération idéologique du dit groupe. Ainsi, ce mémoire présente la thèse que la croissante modération idéologique des Frères Musulmans en Jordanie est le résultat d'une façon de pratiquer la politique dans un environnement structurel qui les défit stratégiquement et idéologiquement. Sous ces conditions structurelles, un important courant de contestation est né au sein du groupe. Le fait de résoudre cette contestation à l'interne en ayant recours à des explications idéologiques pour justifier des pratiques politiques controversées, en plus de le faire en ayant recours à des processus démocratiques délibératifs, a fourni la légitimité nécessaire pour altérer et modérer l'idéologie du groupe.
8
Kass, Natalie. "Science in the Sun: How Science is Performed as a Spatial Practice." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6657.
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This study analyzes how spatial organization impacts science communication at the St. Petersburg Science Festival in Florida. Through map analysis, qualitative interviews, and a close reading of evaluation reports, the author determines that sponsorship, logistics, exhibitor ambience, and map usability and design are the factors most affecting the spatial performance of science. To mitigate their effects, technical communicators can identify these factors and provide the necessary revisions when considering how science is communicated to the public.
9
Canter, Richard John. "Clinical decision making in a surgical outpatients : relating the science of discovery with the science of implementation." Thesis, University of Bath, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267348.
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10
White, Robyn C. "Heroes from the past : their beliefs and practices, and influence on current science education practice." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9449.
Full textAbstract:
This study reflects my own search to clarify the process of cultural change in an educational setting. In particular it clarifies for me the process through which State-wide science curriculum reform was enacted in the late 1950s and into the 1970s. This period is interesting because of a continuing perception amongst science teachers that the system-wide changes of the time were widely supported by teachers and influenced classroom practice. My aim in this study was to explore how the characteristics of this cultural change process may be applied in the current climate of school reform.The members of the local science teacher community of the 1950s, 1960s and 1970s engaged in similar activities and conversations as they attended the same University then continued to enter into similar school-based activities. As a group of people with shared experiences and values, who made decisions based on similar understandings and priorities, this group may be regarded as an identifiable culture.The day to day activities of this community of science teachers were underpinned by each teacher's beliefs about scientific knowledge and processes and school science, as well as understandings about the teaching and learning process. Many of these beliefs were so fundamental as to be unquestioned, and may be referred to as referents, or myths. For the members of a culture to change their practice then, new referents must be introduced, or existing referents modified.In searching for the process by which this culture was able to access new understandings, this study examined the comparative influence of two highly visible science educators who promoted science curriculum change in the State. As a result of data collection involving interviews with twenty-five key informants and the examination of private and public archival records; the crucial role of these unique personalities emerged ++consistently: Each of these men have been characterised as a Hero because each brought new understandings to their existing culture (Campbell, 1949).In reviewing the extended career of each Hero it was possible to draw strong parallels with mythical Greek heroes, Perseus and Theseus. This metaphorical representation not only effectively mirrored the life history of the modern-day heroes but also served to reconnect the logic of science along with that of the emotion of art - a balance well understood by the Greeks.The study found that the successful Heroes promoted significant long term change by instituting new rituals, ceremonies and artefacts throughout the science education community. Over time, these activities effectively modified older referents and created new ones, leading to new practice in the curriculum enacted by science teachers.In drawing together the stories of Perseus and Theseus, it was possible to recognise common elements in the processes by which these influential individuals were able to effect new practice in their community. Thus the study provides a template for the cultural change process in the future.In the final discussion, focus shifts to the relevance of this research to the everyday enterprise of schools and school systems. As a school practitioner z always read scholarly papers with the underpinning question; "See What?" The final chapter then, is largely hypothetical as it poses possibilities, makes predications and offers advice for readers seeking to improve the change process in their own context.
11
Lehr, Jane L. ""Doing" Theory and Practice: Steps Toward a More Productive Relationship Between Science and Technology Studies and Nontraditional Science Education Practices." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/42767.
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Explores the relationship between nontraditional science education practices, structured by campaigns such as Public Understanding of Science (PUS) and Scientific Literacy (SL), and the field of Science and Technology Studies (STS), using ethnographic work with the Choices and Challenges Project at Virginia Tech as a â point of entryâ (Smith 1987) for a broader discussion. It points to the difficulty of â doingâ theory and practice at the same time. While affirming that there is no easy solution to the hard work of situating local, nontraditional science education practices within a critical theoretical tradition such as STS, this project also provides recommendations for a new framework to conceptualize a more productive interaction between the practice of nontraditional science education and the theory of STS.
In a postscript, I conclude by urging all researchers within the field of STS to begin to recognize that maintaining the false split between our academic research, undergraduate teaching, university outreach, and community involvement is a failed project. As STS researchers, I believe it is, in fact, our obligation to our local and global communities to adopt an interventionist strategy and to use our work â without apology â for directly political ends. Challenging the technoscientific-political context in which we live always involves a level of real risk â but it is also our only opportunity to achieve real success. Our participation in this challenge is a responsibility to ourselves and to our communities that we must recognize and accept. This participation should not be shunned, but rather applauded.
Master of Science
12
Basoukos, Antonios. "Science, practice, and justification : the a priori revisited." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17358.
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History is descriptive. Epistemology is conceived as normative. It appears, then, that a historical approach to epistemology, like historical epistemology, might not be epistemically normative. In our context here, epistemology is not a systematic theory of knowledge, truth, or justification. In this thesis I approach epistemic justification through the vantage point of practice of science. Practice is about reasoning. Reasoning, conceived as the human propensity to order perceptions, beliefs, memories, etc., in ways that permit us to have understanding, is not only about thinking. Reasoning has to do with our actions, too: In the ordering of reasoning we take into account the desires of ourselves and others. Reasoning has to do with tinkering with stuff, physical or abstract. Practice is primarily about skills. Practices are not mere groping. They have a form. Performing according to a practice is an activity with a lot of plasticity. The skilled performer retains the form of the practice in many different situations. Finally, practices are not static in time. Practices develop. People try new things, some of which may work out, others not. The technology involved in how to go about doing things in a particular practice changes, and the concepts concerning understanding what one is doing also may change. This is the point where history enters the picture. In this thesis I explore the interactions between history, reasoning, and skills from the viewpoint of a particular type of epistemic justification: a priori justification. An a priori justified proposition is a proposition which is evident independent of experience. Such propositions are self-evident. We will make sense of a priori justification in a context of regarding science as practice, so that we will be able to demonstrate that the latter accommodates the normative character of science.
13
Lin, Mao-Cheng, and Chih-Che Tai. "Learning Science Through Exploration- A Practice in Taiwan." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3290.
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Lawless, Christopher James. "Helping with inquiries : theory and practice in forensic science." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/2098/.
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This thesis investigates the reasoning practices of forensic scientists, with specific focus on the application of the Bayesian form of probabilistic reasoning to forensic science matters. Facilitated in part by the insights of evidence scholarship, Bayes Theorem has been advocated as an essential resource for the interpretation and evaluation of forensic evidence, and has been used to support the production of specific technologies designed to aid forensic scientists in these processes. In the course of this research I have explored the ways in which Bayesian reasoning can be regarded as a socially constructed collection of practices, despite proposals that it is simply a logical way to reason about evidence. My data are drawn from two case studies. In the first, I demonstrate how the Bayesian algorithms used for the interpretation of complex DNA profiles are themselves elaborately constructed devices necessary for the anchoring of scientific practice to forensic contexts. In the second case study, an investigation of a more generalised framework of forensic investigation known as the Case Assessment and Interpretation (CAI) model, I show how the enactment of Bayesian reasoning is dependent on a series of embodied, experiential and intersubjective knowledge-forming activities. Whilst these practices may seem to be largely independent of theoretical representations of Bayesian reasoning, they are nonetheless necessary to bring the latter into being. This is at least partially due to the ambiguities and liminalities encountered in the process of applying Bayesianism to forensic investigation, and also may result from the heavy informational demands placed on the reasoner. I argue that these practices, or 'forms of Bayes', are necessary in order to negotiate areas of ontological uncertainty. The results of this thesis therefore challenge prevailing conceptions of Bayes Theorem as a universal, immutable signifier, able to be put to work unproblematically in any substantive domain, Instead, I have been able to highlight the diverse range of practices required for 'Bayesian' reasoners to negotiate the sociomaterial contingencies exposed in the process of its application.
15
Chaudhuri, Ranjan. "Science as practice : a methodological critique and case study /." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10062009-020105/.
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Smith, Paul Vincent. "Academic literacy practices : plausibility in the essays of a diverse social science cohort." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/academic-literacy-practices-plausibility-in-the-essays-of-a-diverse-social-science-cohort(d9c58201-f9df-4be4-ba54-21789e454250).html.
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This thesis addresses academic writing using two practice-led disciplines, academic literacies and ethnomethodology. It is first concerned to evaluate the possibilities of cooperation between these cognate endeavours, and concludes that where academic literacies provides a locus and set of topics for academic writing studies, ethnomethodology can contribute a sharpening of focus and of analytic tools. Ethnomethodology provides a reassuring message in that it confirms the value of detailed local studies, in this case of literacy. However, it is also the source of critique for those literacy scholars who have tried to site their studies in dualisms. This is seen as a rejection of situated studies. There is therefore a prominent methodological focus in this thesis. These methodological issues are then discussed in regard to how they translate into agendas and technologies for the study of social literacies. It is shown that ethnographic-type methods are necessary for such studies, even where they do not qualify as ‘full’ ethnographies by traditional standards. This study itself took on a quasi-ethnographic or ethnographic-type approach, using a longitudinal method to track the academic writing practices of eight undergraduate students with the aim of ascertaining the social and collaborative ways in which their work is accorded plausibility. Material from the study is presented in the form of interview analysis, and in a series of ethnographic case studies that use a variety of material, including interviews with students and staff, student essays, and various other materials that were accrued throughout the administrative life of the essays. Various methods for achieving or according plausibility, on the part of both students and staff, are discussed and analysed. Although all protagonists involved in essay writing and marking looked for and dealt in conventions wherever possible, the material presented here demonstrates that participants were generally aware of the limits to the possibilities of phenomena, and that there may be cause to locate, challenge, change, and adapt to the things that can acceptably be said and done in essay writing.
17
Hagemeier, Nicholas E. "The Art and Science of Thriving." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7747.
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Rogers, Laurence. "Learning science with ICT : developing a pedagogy of successful practice." Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/30904.
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The oeuvre which I present spans a period of time during which the use of ICT in science education has been transformed from a technical teaching aid into a major genre of activity on a national and international scale. My contribution to this change has been as a researcher, teacher trainer, software author and electronics designer. Such a combination of roles has made my approach multidisciplinary, creating a unique partnership between research, pedagogy and technical development. The fruits of my work have influenced practice directly in science departments in secondary schools through the publication of articles, chapters and a book, and especially through the dissemination of original curriculum materials, hardware tools and the Insight suite of software. Embedded in these tools are my understandings of the new context for learning science, rooted in constructivism and derived from professional experience, classroom research studies and research literature. My aim throughout has been to promote ideas which will help the science education community gain a vision of the full potential of ICT. It will be shown that my activities in each of three strands, research, literature study and curriculum development, have been interconnected at many stages such that advances in one strand have prompted progress in another in a stepwise fashion. Thus, my curriculum developments have provided the tools for study, my evaluative field research has provided insights for refining the tools and of new opportunities for their use, research literature has deepened my understanding of the issues and has identified criteria for the design of the curriculum tools and for research methodology. In total, this process itself has exemplified a constructivist development and is reflected in the portfolio items which begin with practitioner articles and graduate to papers linking research findings to theoretical arguments.
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Hunt, Lesley M. "Compliance at work: protecting identity and science practice under corporatisation." Lincoln University, 2003. http://hdl.handle.net/10182/1029.
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When the New Zealand Government restructured the system of the public funding of research (1990-1992) it created Crown Research Institutes (CRIs) as companies operating in a global, market-led economy. One CRI, AgResearch, responded to this environment by corporatisation and instituted a normative system of control of workers which, through strategic plans, vision and mission statements, and performance appraisal processes, encouraged workers to adhere to company goals. This thesis, reporting on an ethnographic study of this CRI, shows how most scientific workers (technical workers and scientists alike) experienced insecurity through estrangement because the contributions they wished to make were less valued both in society and in their work organisation. They were excluded from participation in both organisational and Government policy-making, and felt they did not ‘belong’ anymore. Scientists in particular were also experiencing alienation (in the Marxist sense), as they were losing autonomy over the production of their work and its end use. Scientific workers developed tactics of compliance in order to resist these experiences and ostensibly comply with organisational goals while maintaining and protecting their self-identities, and making their work meaningful. Meanwhile, to outward appearances, the work of the CRI continued. This thesis adds to the sociology of work literature by extending the understanding of the concepts of compliance and resistance in white-collar work, particularly under normative control, by developing two models of resistance. It adds to the stories of the impact on public sector workers of the restructuring of this sector in New Zealand’s recent history, and develops implications for science policy and practice.
20
Smith, Robert Graham. "Thinking and practice in primary science classrooms : a case study." Thesis, University of Leeds, 1988. http://etheses.whiterose.ac.uk/479/.
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This thesis presents a case study of the thinking and practice of an experienced primary teacher as he planned and taught a term's science topic on toys with his class of 9-10 year olds. The teacher planned the topic as a series of activities intended to promote investigation and problem-solving by his pupils. Most of the time pupils worked in small groups, testing and making vehicles or models. Information about the teacher's theories and his plans for teaching the topic was collected through interviews, conversations and written notes over the school year. In the third term, when the topic was taught, his actions and thoughts in the lessons were traced through classroom observation and audiorecording. Analysis of the teacher's theories identified his beliefs and his repertoire of knowledge on which he drew in planning; his specific subject knowledge in science was related to his general theories of teaching and learning. His planning was seen to be a layered process in which he formed images of the flow of activity in each layer: the year, term, activity and lesson. The teacher's thinking during lessons, referred to as thinking-in-action, was closely related to the classroom action but involved more than thoughts about immediate interactions and decisions. The analysis of dilemmas identified by the teacher provided insights into the nature of his thinking-in-action and its influence on his theories. The relationship of thinking and practice in this case of teaching was compared to Schon's (1983.1987) account of the reflective practice of professionals, particularly to his concept of reflection-in-action. A model was developed within which a teacher's theories, planning and thinking-in-action can be related to one another and to action in a particular situation. Implications for research into teachers' thinking, for primary science and technology, and for the professional development of teachers are discussed.
21
Akagi, Mikio Shaun Mikuriya. "Cognition in practice| Conceptual development and disagreement in cognitive science." Thesis, University of Pittsburgh, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10183682.
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Cognitive science has been beset for thirty years by foundational disputes about the nature and extension of cognition—e.g. whether cognition is necessarily representational, whether cognitive processes extend outside the brain or body, and whether plants or microbes have them. Whereas previous philosophical work aimed to settle these disputes, I aim to understand what conception of cognition scientists could share given that they disagree so fundamentally. To this end, I develop a number of variations on traditional conceptual explication, and defend a novel explication of cognition called the sensitive management hypothesis.
Since expert judgments about the extension of “cognition” vary so much, I argue that there is value in explication that accurately models the variance in judgments rather than taking sides or treating that variance as noise. I say of explications that accomplish this that they are ecumenically extensionally adequate. Thus, rather than adjudicating whether, say, plants can have cognitive processes like humans, an ecumenically adequate explication should classify these cases differently: human cognitive processes as paradigmatically cognitive, and plant processes as controversially cognitive.
I achieve ecumenical adequacy by articulating conceptual explications with parameters, or terms that can be assigned a number of distinct interpretations based on the background commitments of participants in a discourse. For example, an explication might require that cognition cause “behavior,” and imply that plant processes are cognitive or not depending on whether anything plants do can be considered “behavior.” Parameterization provides a unified treatment of embattled concepts by isolating topics of disagreement in a small number of parameters.
I incorporate these innovations into an account on which cognition is the “sensitive management of organismal behavior.” The sensitive management hypothesis is ecumenically extensionally adequate, accurately classifying a broad variety of cases as paradigmatically or controversially cognitive phenomena. I also describe an extremely permissive version of the sensitive management hypothesis, arguing that it has the potential to explain several features of cognitive scientific discourse, including various facts about the way cognitive scientists ascribe representations to cognitive systems.
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Bevins, Stuart Carl. "Science teachers' perceptions of expertise in practice : an exploratory study." Thesis, Sheffield Hallam University, 2002. http://shura.shu.ac.uk/19352/.
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This thesis reports on an exploration of the nature and characteristics of science teaching expertise as exhibited by six identified expert science teachers. An action research methodology was adopted with data gathered through: semi-structured interviews; classroom observations, and reflective discussions. A culture of collaboration between the researcher and teachers was encouraged by the researcher in an attempt to create a 'bottom-up' approach to the study. The teachers acted as research collaborators by continuously reflecting on, and analysing their knowledge and practice within the context of the study. The reported study emphasises a need for identifying characteristics of science teacher expertise from the insights of teachers themselves. The study considers the reflections and perceptions of the science teachers involved to be an important part of their continuing professional development, which leads to a greater self-awareness and understanding of their teaching expertise. Findings show that these six science teachers demonstrate: subject master; deep pedagogical understanding; considerable pedagogical content knowledge, and a desire to continue learning for an entire professional life, in an attempt to keep abreast of changes and developments in science and education. Within these characteristics, the teachers exhibit, for example, organisational skills, empathy, flexibility, intuition, enthusiasm and professionalism. Most of all, they demonstrate an ability to operate and communicate at the level of their pupils. They study contributes to the debate about effective teaching and better ways for teachers to learn from their experienced by offering a detailed account of science teacher expertise from the perceptions of six expert teachers. The study also highlights a wide ranging existing literature base in a attempt to offer a way of thinking about teaching expertise. Findings from the study indicate strong similarities with those of the existing literature.
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Tanui, Cecilia. "Development of a good practice frameworks in forensic science research." Thesis, Tanui, Cecilia (2019) Development of a good practice frameworks in forensic science research. Masters by Coursework thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/53899/.
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This paper focuses on the current best practices in the research methodology in the medical/ biomedical and biosciences disciplines and based on their recommendations and practices, developing best practice frameworks in forensic science research. Robust procedures have been identified and tested against several forensic papers that have been recently published to prove if they meet the selected criteria. The study will access the information acquired from previous forensic research papers and express the expectations of ideal forensic research, and this will lead to the development of a forensic framework that can be applied by researchers in different forensic disciplines. The idea that most of the forensic publications lack adequate scientific foundation is a critical issue that needs to be addressed to improve the validity and reliability of conclusions made in forensic science research. The 2009 National Academy of Sciences report Strengthening Forensic Science in the United States: A Path Forward pointing out the unscientific state of various forensic subfields has a clear indication of a knowledge gap regarding the reliability of the methods used in the research process(61). The President’s Council of Advisors on Science and Technology(62) report in 2016, has reviewed the matter and made recommendations for further progress in the challenges facing forensic science. The conclusion addresses the importance of developing forensic research culture that follows the selected procedures aimed at improving forensic science research.
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Rigby, Roshan R. "Understanding the Application of Behaviour Change Science to Dietetics Practice." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/410956.
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Background: Chronic diseases are a global issue with high human and economic costs and consequences. Chronic disease treatment requires people to change their health related behaviours with support from health care professionals. Behaviour change science is a component of health psychology and behavioural science that can help explain and predict behaviours to guide and inform intervention design. Dietitians in primary care are well-positioned to support adults with chronic disease to change their diet through nutrition education and counselling that incorporates behaviour change science. The way in which this knowledge is applied within dietary interventions, how it can be addressed in practice and whether behaviour change science is adequately taught within dietetics education programs in Australia is unclear, warranting further investigation.
The overall aim of this doctoral research program was to explore the application of behaviour change science in the dietetics profession. This exploration was achieved through the following three aims: i) to investigate how behaviour change science is used in dietetics interventions and determine its effectiveness; ii) to explore how behaviour change science can be applied on an individual level for chronic disease management; iii) to investigate and explore how behaviour change science has been taught within dietetics education programs. These three aims were addressed throughout four phases of research which aligned with the Joanna Briggs Institute (JBI) Model of Evidence Based Healthcare. The JBI Model contextualises five ‘inner segments’ that conceptualises evidence based health care and includes Global Health, Evidence Generation, Evidence Synthesis, Evidence Transfer, and Evidence Implementation. The methodological approach for the body of research drew on both qualitative and quantitative approaches, guided by a pragmatic paradigm with relational epistemology using sequential explanatory mixed methods. This thesis is presented in eight chapters which include a mixture of research chapters and publication papers. This thesis introduces the background and significance of the problem (Chapter 1), reviews the relevant literature (Chapter 2), describes each phase of research with their submitted or published manuscripts (Chapter 4-7), and summarises the body of research and provides recommendations for future work (Chapter 8). Phase One, Study 1, a systematic review, was conducted to explore theory-based dietary interventions delivered by dietitians in primary care settings. This systematic review aligned with the Evidence Synthesis segment of the JBI Model. Thirty papers representing 19 randomised controlled trials and 5172 adults were synthesised. Thirteen studies showed significant intervention effects for the study’s primary outcome, which related to a range of health conditions. Of those studies, 11 were underpinned by the social cognitive theory, a well-known behaviour change theory commonly used in group education settings. There was fair grade evidence to support behaviour change theory, particularly social cognitive theory, to underpin the design of interventions delivered in the primary care setting. The behaviour change techniques explicitly reported by the studies were analysed, with a range of types and numbers used. These findings demonstrated that the reporting of behaviour change techniques could be enhanced for intervention replicability. Furthermore, only a few theories were used to underpin dietitian-delivered dietary interventions within primary care settings. The findings presented an opportunity to explore how other behaviour change theories could be used to understand dietary change on an individual level in the primary care setting outside of clinical intervention settings.
Phase Two, Study 2, a qualitative study of adults with Type 2 Diabetes (T2D), was conducted to explore the psychological processes of dietary behaviour change after a chronic disease diagnosis. This study aligned with the Evidence Generation segment of the JBI Model. Twenty-one semi-structured interviews were conducted with adults in Australia who had consulted with a dietitian following a diagnosis of T2D. The integrated behaviour change model guided a deep exploration of the psychological processes involved in dietary behaviour change. The participants expressed a range of motivational, volitional and implicit processes that influenced their decisions to change their dietary behaviours. Motivations stemmed from the desire to improve their health, using support systems to help with life changes resulting from their diagnosis, feeling an ability and responsibility to make changes, and use their diagnosis as motivation to change. Participants expressed the importance of recognising habitual eating behaviours and unlearning them. These findings illustrate how the integrated behaviour change model can deepen our understanding of dietary behaviour change, particularly within the crucial period after a diabetes diagnosis, and can form the basis of future interventions targeting dietary behaviour change.Phase Two, Study 3, a qualitative study, further analysed the 21 transcripts using the Behaviour Change Technique Taxonomy (v1) to identify the self-reported techniques enacted by participants and the technique they perceived their dietitians to use in consultations. This study aligned with the Evidence Generation segment of the JBI Model. The participants described techniques relating to behavioural practice, suggesting almost all the participants had made changes to their dietary intake following a T2D diagnosis. As seen in Study 2, these participants expressed a range of motivations that influenced their decisions to change their dietary behaviours and volitional processes reflected in the behaviour change techniques. The participants reported that their dietitian implemented behaviour change techniques similar to nutrition education and advice. However, there appeared to be less focus on behaviour change techniques relating to self-identity and environmental restructuring. Findings from this study highlighted the multifaceted nature of dietary behaviour change and how behaviour change techniques can be used to gather how patients perceive the nutrition care delivered by dietitians. Future research is warranted to measure the effectiveness of the behaviour change techniques.
Phase Three, Study 4, a document review of 18 dietetics education program curricula and 15 interviews with dietetics academics, explored how behaviour change science is taught within tertiary dietetics education programs across Australia and New Zealand. This study aligned with the Evidence Generation segment of the JBI Model. The findings illustrated the fundamental role of behaviour change science in dietetics teaching. However, the dietetics academics reported that the content-laden curricula and need to meet accreditation requirements prevented including more behaviour change science teaching and learning. Assessment types and topics taught varied between programs. These findings provided important foundational knowledge regarding behaviour change science within dietetics education programs. Key areas of improvements in university teaching and learning were identified, including having more practical simulations, scaffolding the behaviour change science content from early years, and integrating the content across courses. Conclusion: The four phases of this doctoral research program presented an in-depth understanding of how behaviour change science applies to dietetics. Dietary interventions delivered in the primary care setting are recommended to be underpinned by behaviour change theories and models to enhance patient outcomes. However, the reporting of important intervention components such as behaviour change techniques need to be considered and made more explicit for replicability. Dietitians consulting in primary care settings can use behaviour change science in their practice to understand patient dietary behaviours and develop patient-centred intervention strategies. The Behaviour Change Technique Taxonomy (v1) is a useful tool that dietitians can use in practice as evidence based strategies. At a university level, there are areas to improve how students learn about behaviour change science, such as consistency in content taught and more detailed assessments. Future research needs to explore dietitians’ perspectives of behaviour change science application to their practice to provide optimal nutrition care to patients with diet-related diseases.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Health Sci & Soc Wrk
Griffith Health
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Farquharson, Kelly, A. Lynn Williams, Ann Tyler, and Elise Baker. "Incorporating Science into Practice for Treatment of Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2044.
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This session is developed by, and presenters invited by Speech Sound Disorders in Children. Using an evidence-based practice framework, this short course will examine clinical decisions suited to children with speech sound disorder. Evidence-based recommendations and case-based assessment data will guide analysis, target selection, goal writing, intervention, and service delivery options. Strategies for translating evidence into practice will be considered. Audience participation is encouraged.
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Cakir, Birgul. "Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613688/index.pdf.
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Based on the importance place of metacognition in education, the current study aimed to investigate whether the embedded metacognitive prompts in the manual lead a change in PSTs&rsquometacognitive knowledge and metacognitive skills. Throught 2009-2010 Fall semester, the data were collected from pre-service science teachers (PSTs) who enrolled in the Laboratory Applications in Science Education course. The course was offered as a must course in Elementary Science Education programme in one of the biggest universites in Ankara. The method selected for the study was mix method. Both quantitative and qualitative data were collected and analyzed. Quantitative data was collected from 28 PSTs and qualitative data was collected from 7 PSTs who were the members of the researcher&rsquo
s group. In accordance with the purpose of the current study, descriptive statistics and independent samples t-test was conducted for quantitative data. In terms of qualitative part, the study was case study and interviews which were conducted before and after the course were analyzed to observe the change of PSTs&rsquo
metacognition. The result of the study revealed that before the course most of the PSTs did not report metacognitive skills. After the course it was observed that their metacognitive skills were developed. Among metacognitive skills, the most reported skill was monitoring skill after the course. It can be concluded from the study that metacognitive prompts embedded into the manual provided a metacognitively learning environment and a development in PSTs&rsquo
metacognition.
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Doran, Paul. "Ontology modularization : principles and practice." Thesis, University of Liverpool, 2009. http://livrepository.liverpool.ac.uk/1306/.
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Technological advances have provided us with the capability to build large intelligent systems capable of using knowledge, which relies on being able to represent the knowledge in a way that machines can process and interpret. This is achieved by using ontologies; that is logical theories that capture the knowledge of a domain. It is widely accepted that ontology development is a non-trivial task and can be expedited through the reuse of existing ontologies. However, it is likely that the developer would only require a part of the original ontology; obtaining this part is the purpose of ontology modularization. In this thesis a graph traversal based technique for performing ontology module extraction is presented. We present an extensive evaluation of the various ontology modularization techniques in the literature; including a proposal for an entropy inspired measure. A task-based evaluation is included, which demonstrates that traversal based ontology module extraction techniques have comparable performance to the logical based techniques. Agents, autonomous software components, use ontologies in complex systems; with each agent having its own, possibly different, ontology. In such systems agents need to communicate and successful communication relies on the agents ability to reach an agreement on the terms they will use to communicate. Ontology modularization allows the agents to agree on only those terms relevant to the purpose of the communication. Thus, this thesis presents a novel application of ontology modularization as a space reduction mechanism for the dynamic selection of ontology alignments in multi-agent systems. The evaluation of this novel application shows that ontology modularization can reduce the search space without adversely affecting the quality of the agreed ontology alignment.
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Brown, Natalie. "Art and consciousness in light of Maharishi Vedic science." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/378.
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This research examines the field of art and consciousness in light of Maharishi Vedic Science. Maharishi Vedic Science is a complete science of consciousness and its expressions, based on ancient Vedic knowledge, as elucidated by His Holiness Maharishi Mahesh Yogi, the foremost scholar in the field of consciousness. The research explores the practical application of Maharishi‘s technologies of consciousness― the Transcendental Meditation program and TM-Sidhi program, and simultaneously the theoretical understanding of consciousness through the study of Maharishi Vedic Science. The research examines this knowledge by considering two questions- Question 1―What is the benefit of the practical technologies and theoretical knowledge of Maharishi Vedic Science for the arts and the artist? Question 2―Through my own subjective research into consciousness, how has this knowledge affected the outcome of my creative practice? This research is both an intellectual objective analysis and simultaneously a subjective investigation through my own personal experience in the development of consciousness. The research elucidates Maharishi Vedic Science and verifies it through modern scientific research, art and its foundation in creative intelligence, the history of art and its future potential, and my own personal artwork and creative process that has grown through the understanding and practical application of Maharishi Vedic Science in my daily life.
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Medema, Wietske. "Integrated water resources management and adaptive management : shaping science and practice." Thesis, Cranfield University, 2008. http://dspace.lib.cranfield.ac.uk/handle/1826/3531.
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Complexity of challenges associated with water resources management is increasing due to factors such as climate variability and uncertainty, increased regulatory requirements, changes in planning horizons, and trans-boundary considerations. Integrated Water Resources Management (IWRM) and Adaptive Management (AM) are widely publicized approaches developed and proposed to deal with this complexity. Both concepts have a history reaching back decades, but have been facing difficulties in their transfer from theory into practice. There is a clear need to look in more detail at the process of transforming IWRM and AM theory into practice and this research investigates this process and the factors that mediate it. A conceptual framework was developed - characterizing the process for transfer of theory into practice - that formed the basis for development of the research questions. The research approach focused on analyzing the implementation pathways of IWRM and AM in four case studies, whose selection was informed by the need to explore a context with extensive history of IWRM and AM practice. Data collection took place through semi-structured interviews aiming to uncover how those involved in planning and implementation of IWRM and AM experienced these processes. Besides aiming to understand the ‘lived experiences’, a more abstract framework of the process, factors and dynamics was derived, grounded in the views of the respondents. The findings indicate different types of factors that influence the theory to practice process for IWRM and AM, relating to: (a) theory and its use in practice; (b) the environment that can complicate or facilitate the implementation process; (c) the way cooperation and decision-making processes are organized; and (d) individual attributes of those involved. Incorporating lessons from past into current initiatives are vital to more effective implementation of IWRM and AM. This research gives greater insight into the mediating factors and dynamics, providing this through empirical evidence into design of IWRM and AM planning and implementation. It also provides a thorough discussion on what IWRM and AM exactly mean, proposing a new definition for both concepts.
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Winkelman, Paul. "Beyond science, an exploration of values in engineering education and practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq64892.pdf.
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Eady, Sandra Lesley. "Primary science : an analysis of changing policy, policy text and practice." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/1142/.
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This thesis sets out to examine the extent to which primary science is a complex interplay between educational and political perspectives which in turn has influenced and shaped the way primary schools interpret, reconstruct and implement science in practice. This study uses a policy trajectory to consider the changing conceptions of primary science within the arenas of policy influence, policy text and practice in relation to its curriculum content, related pedagogy and assessment. In addition, it examines the nature and impact of professional development to support the implementation of primary science in practice. Evidence was collected through a series of interviews with elite figures in education, a regional survey of primary schools, along with in-depth cases studies in order to develop a deeper understanding primary science within the policy to practice context. The findings would indicate that despite a succession of top down science education policy reforms, there are still concerns about the extent to which teachers have sufficient science subject knowledge to develop conceptual understanding, a clear idea of the purpose of science investigations and how to use formative asiessment as an effective way of diagnosing pupil understanding. Furthermore, the evidence would suggest that the emphasis placed on summative assessment and accountability has narrowed teachers' conceptions of primary science. The implications are that science policy reform needs to acknowledge existing practice and support a wider definition of science that includes an appreciation of the historical and cultural aspects of science together with an understanding of technological applications. In addition, a more robust infrastructure of professional development needs to be in place which places more emphasis on the science co-ordinator to support teaching and learning in order to provide teachers with access to a changing knowledge base and opportunities to update skills in primary science. Unless these implications are given serious consideration the unrelenting focus on performativity and accountability will prevent any real development of creativity and innovation in the primary science curriculum.
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Petridou, Chrystalla. "Mathematics and science teachers' perceptions of ICT use in subject practice." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409752.
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Mason, Stacie Lee. "Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6914.
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Open Educational Resources (OER) provide openly licensed alternatives to commercial instructional materials. Proponents of K-12 OER suggest that their benefits include cost savings, increased access, improved quality, and increased teacher professionalism or empowerment. While the small body of K-12 OER research is growing, perceived benefits of K-12 OER usage have not yet been proven. The purpose of this qualitative study is to understand whether certain potential benefits were being realized by a group of secondary teachers using open science textbooks. In surveys and interviews, teachers were asked to describe their classroom practice before and after adopting an open textbook, including practices relating to openness. Teachers were also asked to rate the quality of open textbooks they were using in contrast to textbooks used previously. Most participants reported changes to practice, and the most commonly cited changes could be attributed to a combination of openness and online format. For example, participants described linking textbook content to other online resources. In comparisons of current to previous practice, however, teachers did not report increases in the open practices of collaboration, revising, or adapting.
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Broadhurst, Kieron. "Adventures in the Irreal: Science Fiction, Utopia and Contemporary Art Practice." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/81387.
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Adventures in the Irreal is a practice-led investigation which explores the speculative possibilities of science fiction from within a contemporary art practice. As part of this process two methods for creating science fiction artworks are developed. These methods are then utilised in the creation of three science fiction artworks, with each artwork offering a unique, speculative approach to utopian aspects of its real world subject matter.
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Fittell, David. "Inquiry-based science in a primary classroom : professional development impacting practice." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/37633/1/David_Fittell_Thesis.pdf.
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The critical factor in determining students' interest and motivation to learn science is the quality of the teaching. However, science typically receives very little time in primary classrooms, with teachers often lacking the confidence to engage in inquiry-based learning because they do not have a sound understanding of science or its associated pedagogical approaches. Developing teacher knowledge in this area is a major challenge. Addressing these concerns with didactic "stand and deliver" modes of Professional Development (PD) has been shown to have little relevance or effectiveness, yet is still the predominant approach used by schools and education authorities. In response to that issue, the constructivist-inspired Primary Connections professional learning program applies contemporary theory relating to the characteristics of effective primary science teaching, the changes required for teachers to use those pedagogies, and professional learning strategies that facilitate such change. This study investigated the nature of teachers' engagement with the various elements of the program. Summative assessments of such PD programs have been undertaken previously, however there was an identified need for a detailed view of the changes in teachers' beliefs and practices during the intervention. This research was a case study of a Primary Connections implementation. PD workshops were presented to a primary school staff, then two teachers were observed as they worked in tandem to implement related curriculum units with their Year 4/5 classes over a six-month period. Data including interviews, classroom observations and written artefacts were analysed to identify common themes and develop a set of assertions related to how teachers changed their beliefs and practices for teaching science. When teachers implement Primary Connections, their students "are more frequently curious in science and more frequently learn interesting things in science" (Hackling & Prain, 2008). This study has found that teachers who observe such changes in their students consequently change their beliefs and practices about teaching science. They enhance science learning by promoting student autonomy through open-ended inquiries, and they and their students enhance their scientific literacy by jointly constructing investigations and explaining their findings. The findings have implications for teachers and for designers of PD programs. Assertions related to teaching science within a pedagogical framework consistent with the Primary Connections model are that: (1) promoting student autonomy enhances science learning; (2) student autonomy presents perceived threats to teachers but these are counteracted by enhanced student engagement and learning; (3) the structured constructivism of Primary Connections resources provides appropriate scaffolding for teachers and students to transition from didactic to inquiry-based learning modes; and (4) authentic science investigations promote understanding of scientific literacy and the "nature of science". The key messages for designers of PD programs are that: (1) effective programs model the pedagogies being promoted; (2) teachers benefit from taking the role of student and engaging in the proposed learning experiences; (3) related curriculum resources foster long-term engagement with new concepts and strategies; (4) change in beliefs and practices occurs after teachers implement the program or strategy and see positive outcomes in their students; and (5) implementing this study's PD model is efficient in terms of resources. Identified topics for further investigation relate to the role of assessment in providing evidence to support change in teachers' beliefs and practices, and of teacher reflection in making such change more sustainable.
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Uzoff, Phuong Pham. "Virtual school teacher's science efficacy beliefs| The effects of community of practice on science-teaching efficacy beliefs." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646176.
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The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument.
The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.
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Suchow, Ariella Flora. "Alternative Science: An Examination of Practice-Linked Identity Formation Within the Context of an Art Science Program." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108784.
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Thesis advisor: Michael BarnettThis dissertation documents the pilot year of an Art Science Program. This study asks: what is possible when we create learning environments modeled for the integration of theatre and other artistic media with science? What, in general, are the affordances of theatre and other art forms for fostering such meaning-making, what are good ways to make it happen, and what are the challenges? We analyze young learners’ participation and attitude changes in the context of the Art Science Program. Findings indicate that (1) access to identity resources impacts learners’ practice-linked identities (Nasir & Cooks, 2009); (2) face-saving behaviors impact practice-linked identities by inhibiting learners’ access to identity resources; (3) the development of practice-linked identities parallels the development of possible selves; (4) the extent to which a learner is able to engage in their learning as a “whole person” (Wenger, 2006) is correlated with a learner’s identity trajectory; (5) learners may fail to form new practice-linked identities despite robust access to identity resources; and (6) learners may succeed in forming new practice-linked identities despite lack of significant access to identity resources because the identity resources that they do access provide a strong hook into new, nascent practice-linked identities
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Rhodes, R. A. W. "Understanding intergovernmental relations : Theory and practice." Thesis, University of Essex, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355657.
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Fourie, Carina M. "Sensemaking in communities of practice." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1913.
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Thesis (MPhil (Information Science))--University of Stellenbosch, 2009.This thesis explores the notion of communities of practice, and in particular how they make sense of their environment in order to create knowledge and enable learning. Traditionally communities of practice are viewed as stewards of expert knowledge, but this thesis argues that they are better understood as sensemaking phenomena. Chapter one introduces the theory of sensemaking as developed by Karl Weick. This chapter introduces the seven properties of sensemaking. It also explores organisational sensemaking by taking the intersubjective and generic subjective levels of sensemaking into account. Chapter two focuses on the literature on communities of practice as self-organising knowledge structures. Three structural aspects of communities of this kind are introduced, namely domain, community and practice. Following Etienne Wenger two additional aspects of communities of practice—namely meaning and identity—are analyzed as these provide the basis for a link to sensemaking theory. In the final part of this chapter the downside of communities of practice is reviewed as they do not only present opportunities but also unique challenges for organisations. Chapter three combines the conclusions from the previous two chapters by interpreting communities of practice from a sensemaking perspective. The seven properties of sensemaking are applied to communities of practice and the role of meaning in communities of practice is viewed through the lens of sensemaking. Furthermore the role communities of practice might play in enhancing the phases of organisational sensemaking is indicated. Chapter four concludes that communities of practice indeed function as sensemaking phenomena in their environments. It is argued that nurturing communities of practice as centres of sensemaking could be advantageous to organisations and recommendations are made on how to best achieve this.
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Brandes, Aaron Andre 1955. "Seeds of science practice : parallels between the science thinking and activities of sixth-grade children and professional scientists." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/61093.
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Riordan, J. P. "Techniques, tactics and strategies for conceptual change in school science." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13077/.
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This study explores how experienced science teachers promote conceptual change. It examines how instructional strategies, learning methods (Darden, 1991) and conceptual change interrelate. Three research methods (expert micro-teaching, verbal protocols and retrospective debriefing) were used. Data were video-recorded and managed using NVivo. Six groups of 11 year-old pupils took part (three girls and three boys) in each expert micro-teaching interview, led by a science specialist (Advanced Skills Teacher). A ‘Concurrent Verbal Protocol and Retrospective Debriefing’ interview (Taylor and Dionne, 2000) happened with the teacher approximately one month later. Six teachers participated altogether. About fifteen hours of interview data were analysed using grounded theory methods. The interpretivist theoretical perspective (symbolic interactionism) was underpinned by a social constructionist epistemology. What can be considered evidence is inevitably affected by the researcher’s methodological position. So what constitutes reliable evidence can be contentious. Appropriate criteria for evaluating the grounded theory emerging from this study were used. Interpretivist approaches for investigating conceptual change in school science are necessary to avoid dominance by positivist literature. This approach, proved successful in other fields (Pressley, 2000), is new to this context. The assumption that instructional strategy is a plan does not adequately explain the data collected here. However, abandoning attempts to unpick complicated interactions between pupils and teacher whilst learning takes place, leaves practitioners without guidance. Consensus exists among most conceptual change researchers that instructional strategies, learning methods and conceptual change must be considered together where possible. This present study proposes a grounded theory for how experienced science teachers promote conceptual change and questions how instructional strategy is understood in the literature. Findings show that during and between sporadic periods of ‘conceptual conflict’ participants used eleven ‘teaching and learning techniques’. The relative weight given to each technique was termed the ‘strategic profile’ of the teacher. ‘Tactics’ is the theory of the use of teaching and learning techniques in conceptual combat. ‘Strategy’ is the theory of the use of such conceptual combats to try to achieve an aim (here to promote conceptual change). Teachers (and pupils) demonstrated and described tactical and strategic behaviour. Techniques, tactics and strategies frequently failed. How participants managed such ‘friction’ was described. Teachers and researchers view classroom dynamics from different perspectives. This study argues that an interpretivist approach, which moves back and forth between the particular and the general, can help bridge the “gap” between practice and theory in this field (Duit et al., 2008, p.629).
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Carroll, Michael. "Experience, intention and practice in the teaching of 5-14 primary science." Thesis, University of Glasgow, 2005. http://theses.gla.ac.uk/5329/.
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This research used quantitative and qualitative research methods to examine the experience, intentions and practice of pre-service primary students in order to determine the nature of student teachers’ paradigms of science. The research identified a dissonance between the students’ aspirational rhetoric and the actuality of the experiences they provide for learners. This research framed the discourse of teaching and learning in terms of objectivist and constructivist paradigms. It was argued that the objectivist paradigm of science teaching has historically been dominant in science classrooms; however, it is the constructivist paradigm which is linked to an effective pedagogy in science education. This research examined the students’ school qualifications in science, stated confidence levels in teaching the 5-14 science curriculum and the students’ views on how best to take forward teaching and learning in primary science. The students were fond to be poorly qualified in science; however, it was shown that this has not had any adverse effect upon the pre-service students’ self-rated confidence levels in teaching primary science. Confidence indices were found to be consistently high, albeit slightly lower with respect to Physics. This research has also shown that there is a consistent pattern of increasing confidence with progression through the BEd course, and consistently low levels of confidence with respect to the PGCE students. This study identified a dissonance between the pre-service students’ experience of science and how they propose to teach science. It was shown that the pre-service students’ experience was negatively orientated, and firmly rooted within the objectivist paradigm. However, it was found that the students’ stated intentions are framed in terms of the constructivist paradigm. The research also determined that the students are confident that they possess the professional skills necessary to take forward teaching and learning in primary science.
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Doubler, Susan J. "Change in elementary school teachers' practice in science in the United States." Thesis, University of Liverpool, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306101.
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Taneja, Anju. "Argumentation in Science Class| Its Planning, Practice, and Effect on Student Motivation." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133198.
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Studies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura’s construct of motivation and concepts of argumentation and formative feedback to understand how teachers orchestrate argumentation in science class and how it affects motivation. Qualitative data was collected through interviews of 4 grade-9 science teachers and through observing teacher-directed classroom discourse. Classroom observations allowed the researcher to record the rhythm of discourse by characterizing teacher and student speech as teacher presentation (TP), teacher guided authoritative discussion (AD), teacher guided dialogic discussion (DD), and student initiation (SI). The Student Motivation Towards Science Learning survey was administered to 67 students before and after a class in which argumentation was used. Analysis of interviews showed teachers collaborated to plan argumentation. Analysis of discourse identified the characteristics of argumentation and provided evidence of students’ engagement in argumentation in a range of contexts. Student motivation scores were tested using Wilcoxon signed rank tests and Mann-Whitney U-tests, which showed no significant change. However, one construct of motivation—active learning strategy—significantly increased. Quantitative findings also indicate that teachers’ use of multiple methods in teaching science can affect various constructs of students’ motivation. This study promotes social change by providing teachers with insight about how to engage all students in argumentation.
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Crayne, Jennifer. "Teaching Climate Change: Pressures and Practice in the Middle School Science Classroom." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19302.
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What are middle school science teachers teaching their students about climate change? And why? This qualitative study examined the experience of middle school science teachers from western Oregon, finding that while participating teachers accept the science of climate change and express concern about it, many teachers are reluctant to make the topic a priority in their classrooms. When they do include the subject, teachers frequently address “both sides.” They also report that students have persistent doubts and misconceptions about climate change. What accounts for these trends? I argue that the way teachers address climate change is a result of complex interactions between structural pressures, emotional pressures, and cultural pressures. I conclude that, in order to promote the inclusion of sound climate science instruction in public schools, advocates of climate change education need to address challenges at all these levels: structural, emotional, and cultural.
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Turkenburg-van, Diepen Maria Gertrudis Wilhelmina. "How science works : the impact of a curriculum change on classroom practice." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/5480/.
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Background: In 2006 the UK National Curriculum for Key Stage 4 (KS4) was changed and increased emphasis was placed on How Science Works (HSW). KS3 and KS5 (Subject Criteria) followed suit around 2006. HSW encompasses those strands of curriculum which cannot be said to belong to any of the sciences in particular, such as History and Philosophy of Science (HPS), and investigative and socio-scientific aspects. Aim: This study aims to investigate the impact the curriculum change had on the classroom practice of UK secondary school science teachers, the influences they feel they have been subjected to surrounding the curriculum change, and their opinions of the curriculum change itself. The study is further informed by related practitioners’ reflections on the effects they may have had on teachers and their practice. Sample: Twenty-five secondary school science teachers from eleven different schools of five different school types participated in the study, as well as six textbook developers, two examiners and three science education consultants. Participants comprised a mix of males and females, from various science subject backgrounds, who had all been secondary school science teachers in the UK for varying lengths of time. Method: Participants engaged in a semi-structured interview of up to one hour about their current practice regarding HSW, as well as the changes they made specifically for HSW and any related feelings and opinions. Where feasible, teachers were observed in a lesson in which they had planned to address at least one aspect of HSW. Results: Participants had varied opinions on whether change had been necessary, based on recognition of HSW in earlier versions, but also recognition of the importance of HSW per se. As a group, the teachers displayed a spectrum of readiness to change, with most teachers either pioneering, embracing or following the change, and very few displaying signs of reluctance or subversion. Practice had changed under a variety of influences, of which the new curriculum was the main of the so-called ‘external agents’. Factors internal to school as well as personal agents were also brought forward. Conclusion: The study investigates a broader sample of teachers than has been studied before in the context of HSW. Although varying in their interpretation of the curriculum change and their eagerness to respond to it, the majority of teachers had made some changes, by expanding their repertoire of teaching activities, most notably in dealing with HPS and socio-scientific aspects of HSW, often at least partly in response to assessment requirements in those areas.
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Al-Tobi, Abdullah Saif Mohammed. "Educating prospective science teachers in Oman : evaluating initial training programmes." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/3942/.
Full textAbstract:
This study has investigated the effectiveness of an initial teacher training programme provided by the Omani Colleges of Education in preparing science teachers. To understand the phenomena of this research, to give a picture as clear as possible of the topic under study and to determine the information that needs to be collected, a framework was established. A combination of qualitative and quantitative tools (questionnaires, interviews and document examination) was used to meet the aims of this study. The questionnaires and interviews were designed and tailored to relate specifically to the teachers' competencies that are required by the Omani Reformed General Education (the Basic Education: Stage Two). In addition, the importance and effectiveness of the programme's components were also investigated. The questionnaires were conducted with all the student science teachers in the final academic year, 2000/2001, and all the teacher educators in the departments of educational studies in all the six Omani Colleges of Education. Sub-samples of student teachers and teacher educators were interviewed. In addition, some newly qualified teachers were also interviewed. To carry out a careful analysis, a framework of data analysis was developed. The results are divided into three main sections. The first section addresses student teachers' competencies. The second section reports the participants' evaluation of the importance and effectiveness of the pedagogical courses. The third section covers the respondents' evaluation of the importance and the effectiveness of practicum aspects. In addition, results that emerged from the two last open-ended questions in the questionnaires and interviews and the effects of some variables on student teachers' competencies are presented. This study has indicated that while student science teachers demonstrated their ability in some competencies, they were deficient in the majority. In general, the results have indicated that approximately 86.96% of the competencies were rated to be average whereas only 10.87% of these competencies were viewed to be above average (i.e. competent). In addition, the majority of responses indicated that student teachers could use some experiential learning methods and some different assessment tools to a limited extent but not effectively. Furthermore, student science teachers are not fully prepared to use a problem-solving approach and ICT in teaching science. This research has produced interesting and useful data about the student teachers' competencies and the curriculum of the colleges and the manner in which it was implemented. It has not only shown a serious gap between the actual needs of science teachers (importance) and their preparation (effectiveness) by the colleges but identified also the areas of weakness. Some factors affecting the acquisition of the student teachers' competencies are addressed. Recommendations have been made for the Ministry of Higher Education for the development of the existing science teacher education programmes, and for the Ministry of Education (in-service teacher training). Issues for further research are also addressed
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Nightingale, Andrew. "Reanimating Alan : investigating narrative and science in contemporary poetry." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/295466/.
Full textAbstract:
This practice‐based research is a long creative work about Alan Turing. It consists of a series that includes prose, narrative poems and visual poems. An accompanying critical commentary, which is split into three sections, addresses the relationship between narrative and seriality, ways in which scientific notations can be used in visual poetry, and aspects of biographical and civil poetry. A finalsection contains a selection of creative approaches to commentary that reflect on research in a manner that is complementary to the critical commentary. The research was carried out through a process of repeated planning and experimentation that has resulted in a variety of forms and procedures, ranging from the accessible and conventional to the idiosyncratic and experimental. A method of investigating narrative was created by allowing narrative and serial formsto intersect throughout the creative work. A means of bringing science and literature into relation was sought through a process of forceful combination of scientific notations with literary or occult materials. And alternative possibilities for biographical poetry were investigated through resistance to celebration and through experiment with formal propertiesin poetry that could be appropriate to Turing. The creative work and critical commentary find new models for the relationship between narrative and seriality in which the will to create narrative is not denied and seriality is not a mere absence of narrative. They find new means by which science and literature can come into contact through visual poetry. They help to define a unique role for poetry in biographical writing in the way that poetry allows the subject to be embodied formally. And they set up a productive dialogue between experimental andmore established writing strategies.
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Nightingale, Andrew. "Reanimating Alan: investigating narrative and science in contemporary poetry." Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/295466/1/thesis_reanimatingalan_andrewnightingale.pdf.
Full textAbstract:
This practice‐based research is a long creative work about Alan Turing. It consists of a series that includes prose, narrative poems and visual poems. An accompanying critical commentary, which is split into three sections, addresses the relationship between narrative and seriality, ways in which scientific notations can be used in
visual poetry, and aspects of biographical and civil poetry. A finalsection contains a selection of creative approaches to commentary that reflect on research in a manner that is complementary to the critical commentary. The research was carried out through a process of repeated planning and experimentation that has resulted in a variety of forms and procedures, ranging from the accessible and conventional to the idiosyncratic and experimental. A method of investigating narrative was created by allowing narrative and serial formsto intersect throughout the creative work. A means of bringing science and literature into relation was sought through a process of forceful combination of scientific notations with
literary or occult materials. And alternative possibilities for biographical poetry were investigated through resistance to celebration and through experiment with formal propertiesin poetry that could be appropriate to Turing. The creative work and critical commentary find new models for the relationship between narrative and seriality in which the will to create narrative is not denied and seriality is not a mere absence of narrative. They find new means by which science and literature can come into contact through visual poetry. They help to define a unique role for poetry in biographical writing in the way that poetry allows the subject to be embodied formally. And they set up a productive dialogue between experimental andmore established writing strategies.
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Whitman, Jacquelyn Dale (JD). "Confronting ecophobia: increasing ecoliteracy through art and marine science." Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6881.
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