Dissertations / Theses: 'Science based sexual education'

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Fisher, Christopher M. "Assessing sexual health information & resource provision in Indiana youth-serving community-based organizations utilizing community-based participatory research methods." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378347.

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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.
Title from PDF t.p. (viewed on Jul 8, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: B, page: 6149. Adviser: Michael Reece.

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Agnew, Stephanie Grace. "Let's talk about sex sexual education and adolescent sexual behavior : a project based upon an independent investigation /." Click here for text online. Smith College School for Social Work website, 2007. http://hdl.handle.net/10090/960.

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Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007
Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 56-59).

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Song, Xuhang. "Exam-based Education System." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1399044144.

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Davenport, Carolyn LeVerne. "Content analysis of learning styles based science activities in an elementary science textbook." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/106.

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The purpose of this study was to determine how selected science lessons accommodated the diverse learning style preferences of first graders in a culturally diverse classroom. The author examined lessons in the existing science textbook series. Harcourt Science Georgia Edition, to analyze to what extent each of the four dominant learning style preferences (visual, auditory, tactile, and kinesthetic) and the one non-dominant approach. multisensory, were addressed through science activities. Using a content analysis research strategy, the author found the following: The majority of learning styles oriented activities across units focused on visual learning while auditory activities were among the least frequently noted across units. A summary of the frequency of learning styles oriented activities by chapters and lessons showed visual activities well represented in every chapter and lesson while auditory activities were limited in all chapters and lessons. Across the broad spread of the types of activities. several chapters and lessons included a preponderance of visual and tactile activities. Within each learning style category, the frequency of common types of learning styles activities varied significantly, mostly due to the nature of each activity. Conclusions based on these findings showed activities for visual learning styles as the most frequent type of activity noted in the text, multisensory activities using the non-dominant multisensory approach as the second most frequent type, activities for tactual learners as the third most frequent type of activity noted across the text, activities for auditory learners as the fourth most frequent type of activity, and activities for kinesthetic learners as the least noted type of activity. A major implication of the study was that teaching and learning science in first grade would be enhanced if science texts were to provide a more comprehensive and balanced array of activities to address the styles of learners in each preferred modality. Further. the study suggests that teachers collaborate with other educators to supplement existing text activities with teacher-made learning styles activities in areas where certain activities may be limited.

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Baker, Joseph O., Kelli K. Smith, and Yasmin A. Stoss. "Theism, Secularism, and Sexual Education in the United States." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/491.

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Substantial bodies of literature have examined public opinion about sexual education, the politicization of sexual education in public schools, and connections between population characteristics and social policies. At present, however, little is known about whether and how population characteristics predict the likelihood of specific sexual education policies. We analyze data at the state level in the USA to determine if and how specific religious aspects of states’ populations influence the likelihood of specific sexual education policies. Results indicate that high levels of theism significantly increase the likelihood of sexual education policies stressing abstinence, while higher levels of individuals not actively participating in organized religion correlate with a significantly higher likelihood of having sexual education policy that mandates the coverage of contraception. We discuss these findings in a framework of symbolic politics and moral communities, focusing on the intersections of religion, politics, and sexuality.

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Kostenbader, Tracy C. "Analyzing students' attitudes towards science during inquiry-based lessons." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1599183.

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Due to the logistics of guided-inquiry lesson, students learn to problem solve and develop critical thinking skills. This mixed-methods study analyzed the students’ attitudes towards science during inquiry lessons. My quantitative results from a repeated measures survey showed no significant difference between student attitudes when taught with either structured-inquiry or guided-inquiry lessons. The qualitative results analyzed through a constant-comparative method did show that students generate positive interest, critical thinking and low level stress during guided-inquiry lessons. The qualitative research also gave insight into a teacher’s transition to guided-inquiry. This study showed that with my students, their attitudes did not change during this transition according to the qualitative data however, the qualitative data did how high levels of excitement. The results imply that students like guided-inquiry laboratories, even though they require more work, just as much as they like traditional laboratories with less work and less opportunity for creativity.

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Crosier, Joanna. "Virtual environments for science education : a schools-based development." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323181.

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Finley, Jason Paul. "Exploring Meteorology Education in Community College| Lecture-based Instruction and Dialogue-based Group Learning." Thesis, Lesley University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251653.

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This study examined the impact of dialogue-based group instruction on student learning and engagement in community college meteorology education. A quasi-experimental design was used to compare lecture-based instruction with dialogue-based group instruction during two class sessions at one community college in southern California. Pre- and post-tests were used to measure learning and interest, while surveys were conducted two days after the learning events to assess engagement, perceived learning, and application of content. The results indicated that the dialogue-based group instruction was more successful in helping students learn than the lecture-based instruction. Each question that assessed learning had a higher score for the dialogue group that was statistically significant (alpha < 0.05) compared to the lecture group. The survey questions about perceived learning and application of content also exhibited higher scores that were statistically significant for the dialogue group. The qualitative portion of these survey questions supported the quantitative results and showed that the dialogue students were able to remember more concepts and apply these concepts to their lives.

Dialogue students were also more engaged, as three out of the five engagement-related survey questions revealed statistically significantly higher scores for them. The qualitative data also supported increased engagement for the dialogue students. Interest in specific meteorological topics did not change significantly for either group of students; however, interest in learning about severe weather was higher for the dialogue group. Neither group found the learning events markedly meaningful, although more students from the dialogue group found pronounced meaning centered on applying severe weather knowledge to their lives. Active engagement in the dialogue approach kept these students from becoming distracted and allowed them to become absorbed in the learning event. This higher engagement most likely contributed to the resulting higher learning. Together, these results indicate that dialogue education, especially compared to lecture methods, has a great potential for helping students learn meteorology. Dialogue education can also help students engage in weather-related concepts and potentially develop better-informed citizens in a world with a changing climate.

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Nesbitt, James E. "The influence of a community-based science experience on young black children's perceptions of science /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487757723994291.

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McColl, Paul. "A curriculum design framework for science education based on the history of science /." Connect to thesis, 2003. http://eprints.unimelb.edu.au/archive/00000604.

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Sani, Abubakar Sadiq. "Design, implementation, and evaluation of school-based sexual health education interventions in sub-Saharan Africa." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/30976.

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School-based sexual health education is commonly used to promote the sexual health of young people and guide them in their relationships. This thesis reports on research that aimed to provide evidence-based recommendations to optimise the effectiveness of school-based sexual health education in sub-Saharan Africa (sSA). There are six chapters in the thesis. Chapter 1 introduces the thesis, Chapters 2 to 5 consist of four empirical studies, and Chapter 6 provides an overall discussion and looks at the strengths, limitations, and implications of the findings. Chapter 2 is a systematic review and meta-analysis of school-based sexual health education in sSA. It provides some evidence of the interventions in promoting self-reported condom use. However, it shows there are no harmful or beneficial effects with respect to sexually transmitted infections (STI) as evidenced by biomarkers. It highlights the paucity of evaluated interventions using biomedical markers, and reports on the process of evaluation, which limits our understanding of why interventions work or do not work. Features associated with effective interventions are noted. Chapter 3 is a case study involving MEMA Kwa Vijana, an adolescent sexual and reproductive health intervention implemented in Tanzania. This study highlights the influence of structural factors in schools and wider environmental factors on the effectiveness of school-based sexual health interventions. Furthermore, it identifies the social and cultural factors that influence young people’s sexual behaviours and that must be addressed beyond the education and health sectors. Chapter 4 is a multiple case study of seven school-based sexual health interventions implemented in five sub-Saharan African countries. It 4 identifies the design, implementation, and evaluation features that differentiate between effective and ineffective interventions. Chapter 5 is a qualitative study of researchers’ experiences of school-based sexual health education in sSA. This study extends previous work by generating a set of valuable recommendations based on researchers’ experiences of interventions that could improve future interventions in sSA. Overall, this research project demonstrates the potential of school-based sexual health education in promoting sexual health and preventing STIs in sSA. It provides a series of recommendations for the design, implementation, and evaluation of school-based sexual health interventions.

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Stephenson, Jessica R. "Salamanders and Science: Place-based Environmental Education in Rural Appalachia." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/96552.

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The opportunity to learn science by doing authentic science in a rural community is not a common occurrence, yet for over thirty years, a group of dedicated educators have provided the experience of learning field biology and ecology to students in a geographically isolated area of the Appalachian Mountains. The over-arching research question in this study is: how does a Field School program in Appalachia use a place-based environmental education approach to teach students about their local community and environmental issues, while also extending their understanding of global environmental issues? Foundational literature includes work in place-based education, critical pedagogy, critical pedagogy of place, and Appalachian studies. This qualitative, ethnographic case-study examines the experiences and reflections of three instructors and four students throughout the program. As a high school student, I was a participant in this program, and my own experiences and perspectives are included as an ethnographic chapter in the data analysis as well. The teachers in the program share a deep commitment to environmental education and ecojustice, and the students gain valuable insight into what it means to be a scientist, how local environmental issues relate to global environmental and economic issues and move towards becoming advocates for the environment.
Doctor of Philosophy
Environmental education is often overlooked and under-researched, particularly in rural areas. The purpose of this study was to examine a long-running summer educational program in Appalachia that teaches students about local environmental issues through hands-on scientific field research. This study examined the long history of the program, how the curriculum has changed throughout the years, what teachers believe is important about the curriculum they teach, and ultimately what students learn from the program. In this rural community, the opportunity to learn science by doing science is an important aspect of this program, as is the opportunity to learn about local environmental issues that ultimately have global consequences.

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Hyanes, A. D. "Classroom based research on some current issues in science education." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376355.

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Crane, Phoenix R. "The POWER of Consent: An Evaluation of Peer-Based Consent Programming in Sexual Assault Prevention." Ohio University Art and Sciences Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1493430083169149.

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Nitirat, Pornruedee Steckler Allan B. "Thai adolescents' sexual behaviors and school-based sex education perspectives of stakeholders in Chanthaburi Province, Thailand /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1002.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Health Behaviors and Health Education, School of Public Health." Discipline: Health Behavior and Health Education; Department/School: Public Health.

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Underwood, Jennifer W. "Impacts of Gender-Based Violence and Harassment on Graduate Student Academic Functioning." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5761.

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Researchers and practitioners have increasingly focused on institutional responses to campus gender-based violence/harassment, yet they have paid far less attention to graduate student experiences than to undergraduate student experiences. Graduate students operate in a different context from undergraduates, and therefore specific knowledge of gender-based violence/harassment in the lives of graduate students is needed. The purpose of this exploratory, nonexperimental study was to better understand the prevalence of adult gender-based violence/harassment and adverse childhood experiences (ACEs) among graduate students, as well as to understand the relationship between those experiences and participants’ mental health and academic functioning. The study’s theoretical framework combined critical adult learning theories with cognitive perspectives on adult learning, including the neurobiology of trauma. Data used in the current study were originally collected as part of an institutional campus climate survey on gender-based violence; responses from n = 684 of the randomly selected participants were used in the current study’s analyses. Participants commonly reported both adult gender-based violence/harassment experiences and ACEs. The results of two OLS regressions indicated that experiencing more types of adult gender-based violence/harassment or more types of ACEs was associated with higher levels of negative affect and lower levels of mindfulness. Among participants who experienced gender-based violence/harassment in graduate school, independent samples t-tests showed that individuals who reported at least occasional academic functioning difficulties had lower levels of mindfulness and higher levels of negative affect than those who did not experience difficulties. Overall, the findings suggest the need for trauma-informed policies and practices within graduate education and higher education in general.

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Templeton, Michelle. "Competent or not? : young people's accounts of sexual readiness." Thesis, Queen's University Belfast, 2016. https://pure.qub.ac.uk/portal/en/theses/competent-or-not-young-peoples-accounts-of-sexual-readiness(6857549b-a890-41b7-9635-a938ae532e44).html.

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Young people’s sexual health is a significant public health concern and associated with risks of unintended outcomes. Yet their voices are largely missing in the design of sexual health services, policy and education programmes. This study explored young people’s subjective understandings of their sexual readiness, and sexual health professionals’ understandings relative to how they assess young people’s sexual competence. A participatory rights-based approach was applied to support young people’s active participation in the research process. This involved including young people as co-researchers whose contextual expertise informed research design, ethical issues and interpretation of the data. Qualitative data collected from 20 young people aged 16-18 years, and 16 sexual health professionals, provided insights into the nature of young people’s first sexual intercourse and the context in which it occurs. The evidence suggests that while these young people actively deliberated about having sex, their sexual initiation was mostly spontaneous while under the influence of alcohol, and motivated by presumed peer rewards. Gender differences in expectations, motivations and the impact of first sex were apparent, which reveals more about the wider social structures that regulate their lives. As a result, some young people may find it difficult to resist the hegemonic gender stereotypes enforced by society and their peers, and may initiate sex to ‘get it over with’, whether they are competent or not. Four main constructs, i) rights, ii) respect, iii) responsibility and iv) resilience, emerged that are worthy of further investigation. These could prove useful to inform a more context-based sexual health promotion strategy and measure of sexual competence, as opposed to the current age and risk focus. Adding young people’s perspectives is crucial to develop more equitable, effective and sustainable youth-friendly sexual health education, treatment and advice services, that better engage with young people and more adequately reflects their needs.

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McDonald, Joan Montes. "Family science : parents' perceptions of their involvement in a school-based informal science education program /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Yan, Mo-lan. "Knowledge building in project-based science learning." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31598687.

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Nivens, Ryan Andrew, and Rosemary Geiken. "Using a Computer Science-Based Board Game to Develop Preschoolers' Mathematics." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/214.

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There is a critical need to teach computer science (CS) in order to assure that our nation remains competitive globally [6]. CS is a new basic skill necessary for economic opportunity [6] but is rarely taught before age 6 and only using electronic devices [1]. This presents a challenge for those concerned with “screen time” inherent in electronic devices [2] and for children in poverty with little access to electronic devices [3]. Coding, creating a series of commands that a computer carries out, is a component of CS and can be introduced as early as preschool age and results in increased logical sequencing [5] (putting action commands in order). Missing from the research is the impact of coding with non-electronic formats on logical sequencing with children younger than age 6. Our study fills this need by using a non-electronic format with 4-year-olds. The purpose is to see if playing Robot Turtles, a board game designed to teach coding, will increase logical sequencing skills. Our hypothesis is that we will see a 10 times greater increase in logical sequencing in the children who play Robot Turtles than those playing Candy Land, a board game with no measurable effect on math skills [4]

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Carpenter, Erika. "Impact of School-Based Sex Education on College Students’ Rape Myth Acceptance: An Exploratory Analysis." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4749.

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Research indicates nearly one-fourth of college women fall victim to sexual assault (Cantor et. al., 2015). Two predictors of high proclivity to rape are endorsement of rape myths and adherence to traditional gender norms (King & Roberts, 2011). Additionally, research shows school-based sex education in the United States presents gender and sexual norms in troubling ways that disproportionately harm women (Kendall, 2013). However, research on sexual assault and rape myths have not examined the impact school-based sex education has on rape supportive attitudes. This study aimed to bridge that gap by using original survey data from undergraduate students at a large public university. Analyses indicate sex education has an inconsistent impact on rape myth acceptance; additionally, seeking sexual health information online was found to significantly lower endorsement of rape myths. Study outcomes suggest that further research is needed to explore the relationship between sex education curricula and rape supportive attitudes.

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Mansy, Donna L. "Brain Based Learning: K-12 Teachers’ Preferred Methods of Science Instruction." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2436.

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The purpose of this quantitative study was to investigate Brain Based Learning (BBL) techniques in teaching science. Participants included 216 K-12, full-time, regular education teachers from 8 Northeast Tennessee school systems who taught at least 1 science class. Specifically this research was guided by 7 research questions on teachers’ perceptions and practices in teaching science. Data were collected by a survey that consisted of 82 statements where teachers rated their level of agreement and was distributed online via Survey Monkey. The first portion of my survey included demographic identifiers, teachers’ knowledge of the term BBL, and inquiries regarding science background and training. The remainder of the statements were focused on teachers’ perceptions and practices of BBL strategies in teaching science. The final item was open-ended and allowed teachers to share comments related to teaching science. For statements 6-81, participants responded by using a 5-point Likert scale that ranged from 1 (strongly disagree) to 5 (strongly agree). Quantitative data were analyzed with a series of independent samples t tests, one-way analysis of variance tests, and a Pearson correlation coefficient. The results of the study indicate that teachers’ perceptions are positively correlated to their self-reported practices. Females, in general, and elementary teachers tend to practice BBL strategies in teaching science significantly more than other subgroups.

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Weldon, Lee A. "Increasing student success and participation in science using place-based education." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/weldon/WeldonL0812.pdf.

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This research project was initiated to determine if using place-based educational strategies had increased students' understanding and attitude while studying specific science topics. During the nine-week study, I used a variety of place-based educational approaches to teach students about ecosystems, biomes (large scale ecosystems), and weather and climate. I applied several qualitative and quantitative data collection instruments during the treatment period. Quantifiable data collected showed evidence that growth in conceptual understanding and students' ability to transfer and apply knowledge of place to areas of greater geographic distance had occurred. Qualitative statements revealed a positive increase in students' attitude and interest towards science lessons during the implementation of place-based methods. As a result of this study, it was concluded that the use of place-based educational strategies while teaching specific science themes does enhance students' understanding and attitude toward the learning of science concepts.

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Bosman, Linda. "Implementability of inquiry-based science education in the Foundation Phase classroom." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/61365.

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This study investigated the implementability of the French La main à la pâte (LAMAP) inquiry-based science education (IBSE) programme in the South African context. An interpretative, qualitative multiple-case study design was utilised to elicit the voices of both young children-as-scientists engaged in scientific inquiry and student teachers who facilitated science education following the LAMAP approach. The conceptual framework integrated contemporary perspectives on childhood, theory theory and constructivist theory concepts and IBSE. Three conveniently sampled schools in an urban setting were purposively selected as cases, with 70 Grade 1 to Grade 3 children and three student teachers as participants. The findings of the study indicate that the children engaged in IBSE as natural scientists, displaying the cognitive capacity to think, act and learn like real scientists in the context of their classrooms. Engaging in science within a community of scientists, and being physically and mentally active in the knowledge construction process furthermore shaped children’s sense of agency and identity as scientists. The findings furthermore indicate that implementing IBSE contributed to shaping student teachers’ professional identity as science teachers for young children. As young scientists-in-waiting children are, however, dependent on researchers, higher education institutions concerned with teacher training, decision-makers and the broader education community to mobilise and sustain their potential for being and becoming scientists. The findings of the study resulted in a framework proposing guidelines on multi-levels for IBSE implementation in the South African Foundation Phase classroom context.
Thesis (PhD)--University of Pretoria, 2017.
The National Research Foundation Sabbatical Grant for Doctoral Studies
The University of Pretoria Vice-Chancellor's Academic Grant Programme
Educational Psychology
PhD
Unrestricted

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Behnam, Humam, and Artin Mirzaian. "Evaluation of template-based programming question generation for Computer Science education." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280114.

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In recent years an interest has sparked in universities to enhance student learning in introductory programming courses that go beyond the traditional learning methods. Therefore, it was in our interest to investigate whether template-based programming questions are more effective for learning programming concepts compared to reading literature. This was investigated by firstly, dividing a group of students into a theory group and a program-tracing group. Each group then did an initial test. Afterwards, the program-tracing group received code- tracing problems and the theory group received literature covering programming concepts. Both groups used their resources to practise for a final test. Finally, both groups did the final test. The results from the initial test and the final test was compared, however, the results were not conclusive as there was too little data due to multiple factors. It was also concluded that this study can be further developed if it was part of a course.
Under de senaste åren har ett intresse utvecklats bland universiten i att förbättra studenternas lärande i introducerande programmeringskurser genom att gå utöver de traditionella inlärningsmetoderna. Därför var det i vårt intresse att undersöka om mallbaserade programmeringsfrågor är mer effektiva för att lära sig programmeringskoncept jämfört med att läsa litteratur. Detta undersöktes genom att först dela en grupp elever i en teorigrupp och en programspårningsgrupp. Sedan gjorde varje grupp ett första test. Där efter fick programspårningsgruppen kodspårningsproblem och teorigruppen fick litteratur som omfattar programmeringskoncept. Sedan använde båda grupperna sina resurser för att öva för ett slutligt test. Efter det slutgiltiga testet jämfördes resultaten från det initiala testet och det slutliga testet, men resultaten gav inte upphov till några slutsatser eftersom inte fanns tillräckligt med data på grund av olika faktorer. Denna studie kan vidareutvecklas genom att vara en del av en kurs.

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Han, Hyosoon. "Developing a research agenda for integrating microcomputer-based laboratory in science teaching /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848891515099.

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Korr, Arlene. "Use of Specific Web-Based Simulations to Support Inquiry-Based High School Science Instruction." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/474.

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The primary goal of this study was to acquire an understanding of those practices that encourage the sustained use of simulations in support of inquiry-based science instruction. With the rapid distribution of Internet-related technologies in the field of education, it is most important to undertand the function of these innovations. Technology, specifically the implementation of simulations to support inquiry-based instruction, provides new educational strategies for science teachers. Technology also influences the field of education by repeatedly making some teachers' best practices obsolete. The qualitative research design was selected to explore the nature of science leaders' and teachers’ consideration or lack of consideration to incorporate simulations into their inquiry-based instruction. The method for collecting the data for this study included in-depth, semi-structured interviews. The analysis of this interview data was conducted in two phases. Phase I focused on the consensus views of the participants regarding the implementation of simulations. In order to gain a more in-depth understanding of the interview data, Phase II focused on the subtle differences among the participants regarding their execution of this instructional tool. The overall conclusion of this study was that the use of simulations requires a multi-faceted approach to ensure sustainability. As noted, science leaders must continue to encourage the high, medium and low users of simulations to implement the ongoing use of these instructional tools. Also, science teachers must do their part to ensure the success of these programs. By addressing the primary and secondary research questions, five major conclusions were reached. These conclusions include (a) the use of web-based simulations can have a positive influence on inquiry-based science instruction, (b) technology challenges have influenced the teachers’ use of simulations, (c) time influences the use of simulations, (d) ongoing professional development strategies support the sustained use of simulations, and (e) student engagement in inquiry-based science instruction is positively influenced by the use of simulations. This study concludes with suggestions for educational leaders and teachers along with further considerations for future research.

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Porter, Kelly Allison. "Developing Ecological Identities in High School Students through a Place-Based Science Elective." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839975.

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With the increasing human population, it is critical to develop informed citizens with ecological perspectives and motivation to make positive contributions to the biosphere. This study investigates the impact of a place-based science elective on the development of students’ ecological identities, motivation for environmental action, and ecojustice self-efficacy. Targeted curriculum was implemented, including a campus habitat design project. Pre and post tests for three instruments were used to assess 25 high school freshmen, half of whom are members of a STEM program. There was an increase in nature relatedness, motivation and self-efficacy for STEM students but not for non-STEM students. The research study demonstrated the effectivity of using place-based curriculum within classes to encourage student connection, empowerment and involvement. Support for teachers to develop targeted mentoring of students’ abilities and interests are needed and can help develop informed, involved global citizens.

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Kantz, Jeannine Wells. "Use of a web-based delphi for identifying critical components of a professional science master's program in biotechnology." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1412.

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The primary purpose of this research was to develop a model for a professional science masters program combining biotechnology and business. The objectives were to identify stakeholder preferences for various dimensions of a professional science masters program combining biotechnology and business and to identify differences in priorities between subgroups. A secondary purpose was to examine user preferences between Web-based and traditional methods of conducting a Delphi study and the panelists impressions of its usefulness for program development. Prior to the first round, demographic data were collected on panelists regarding their gender, age, years experience in their current field, position title and education levels. Round 1 started with eight open-ended questions designed to investigate (a) learning objectives, (b) internships, (c) thesis vs. nonthesis degrees, (d) program focus (e) possible entry level positions, (f) roles for the industry advisory board, (g) recommended hours of hands-on experience and (h) other issues of importance. The final round ended with three questions to assess the panelists perception of the usefulness of the Delphi for program development in higher education. Twenty-four panelists started Round 1 and participation in subsequent rounds varied from 17 in Round 2 to 11 in Round 4. Education level varied and included all levels of education in science and business. Issues emerged early in the study regarding development of different program tracks and the program goals, which were clarified in subsequent rounds. Significant differences occurred between industry and academic subgroups for two tracks, six skills designated for tracks, method of evaluating the internship, and entry-level positions appropriate for new graduates. When analyzed by level of confidence (high confidence vs. low confidence), significant differences occurred for (a) the number of semesters of hands-on experience students should have upon graduation, (b) skills recommended for core curriculum, (c) skills recommended for tracks, (d) compensation level and (e) entry level positions for new graduates. Perceived usefulness of the Delphi for program development was varied with only 10 panelists responding--five in favor, three undecided, and two against.

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Knoth, Kenneth Charles. "Biological Course-Based Undergraduate Research Experiences| An Examination of an Introductory Level Implementation." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616893.

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

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Hogan, Marsha Ranata. "Differentiated Instruction in a Standards-Based Middle School Science Classroom." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/33.

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Middle schools in Georgia and all over the United States face unique obstacles for enhancing the academic accomplishment of an increasingly diverse group of learners. Under pressure to implement innovative research-based teaching practices to overcome these challenges, many schools and teachers adopt differentiated instruction (DI), a teaching approach designed to accommodate different learning styles and levels of ability. This study was grounded in Howard Gardner's multiple intelligences and Lev Vygotsky's zone of proximal development (ZPD) theory. The research questions investigated in this study were designed (1) to explore the perceptions of science teachers regarding how they apply DI and (2) what obstacles they encountered in their application of DI methods. The data collected were analyzed using occurring themes through individual interviews, observations, and artifacts from 5 regular education science teachers and 2 special service teachers who implemented DI in their classroom. Findings of the study revealed that the teachers experienced successes and difficulties in implementing DI strategies in science. They addressed these difficulties by changing their lessons to coincide with available materials or resources and applying low-preparation DI strategies to meet the needs of each student. Data from this study informed social change by assisting teachers in providing enhanced instruction which promotes student engagement and academic success through the grades. In turn, empowers students to graduate from high school prepared for advanced learning, which leads to productive careers.

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Chaumpanich, Kritsakorn. "Kinect™ Based Biology Education System." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1427864008.

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Pacheco, Daniel A. "Science Opportunities for all Students: A Study Examining the Quality of Inquiry-Based Science Instruction in Southeastern Ohio." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275925913.

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Patke, Usha. "Inquiry-based laboratory investigations and student performance on standardized tests in biological science." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600291.

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Achievement data from the 3rd International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students’ use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students’ perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students’ experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school.

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Fox, Candace K. "Teacher efficacy, professional development, professional practices, and critical science-based FCS curriculum implementation /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486400446374203.

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Olsen, Julia. "Impacts of Technology-Based, Differentiated Instruction on Special Needs Students in the Context of an Activity-Based Middle School Science Instructional Unit." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194229.

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The purpose of this study was to explore technology as a tool for increasing student achievement within the middle school science classroom and specifically to support the learning of special needs students.Utilizing field-test curriculum from the Lawrence Hall of Science's Great Explorations in Math and Science (GEMS) Space Science Curriculum Sequence, software modules were designed to mediate instruction in specific problem areas which special needs students, especially those with learning disabilities, face in learning science.Participants in this research were middle school students who were classified as receiving special education services, but were enrolled in regular education science classes. Students in the control classrooms participated in an activity-oriented field-test curriculum which was common to all students within a particular class. Students in the modified treatment group received modified instructional activities which were mediated by a computer and utilized best practices.Regular education students using unmodified curriculum showed an 8% average gain from pre- to post-test whereas special education students showed a 7% decrease. On the other hand, regular education students using the modified curriculum averaged a 9% gain in their pre- post-test scores whereas special education students averaged a 7% gain.Gains in students' pretest to posttest scores were notably higher for the special education students who used computer-mediated instructional approaches designed utilizing best practices. In addition, the proportion of special needs students who provided more scientifically accurate and extended responses was much greater among those who used the modified materials. Most importantly, special needs students in this study who used the modified materials demonstrated more conceptual growth than did the special education students in using the unmodified materials. The major finding of this work is that most special education students demonstrated substantial gains in learning the content using the modified curriculum. Moreover, students using modified curriculum not only increased in the frequency of their responses, but also increased in the quality of their responses to a particular prompt. In addition, responses from special education students in the modified curriculum group were consistently within the range of responses found among the general education population, who also increased.

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Lockwood, Jeffrey Frank. "The effect of research-based science instruction on the attitudes of students, by gender, towards science, scientists, and careers in science." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186605.

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Research-based curriculum is a system of instruction which uses an authentic learning, problem-solving, cooperative learning, hands-on, and inquiry-discovery approach, guided by a constructivist philosophy. Its usefulness has been recognized for many decades but "research in the classroom" has not been adopted as a teaching method by many. This study centers on research done by students in science classrooms. The primary purpose of this study was to measure, both quantitatively and qualitatively; (1) students' understanding, by gender, of the nature of science and, (2) student attitude changes, by gender, toward the nature of science, scientists, and careers in science before and after the completion of research projects. The gender equity problem in science classes is explored and improvements in four process skills were measured for both treatment and control groups. Also, different models of research-based science education are described. The Test of Science Related Attitudes (TOSRA) and the Nature of Science Scale (NOSS) were given pre and post to both groups. Several qualitative instruments were given and student journals were analyzed by gender. The results of TOSRA showed gains in positive attitude for students after they experience a research-based curriculum for six of the seven TOSRA scales. However, the control group had similar gains so the mixed design analysis of variance showed no statistically significant differences between control vs. treatment or male vs. female interactions. Much of the qualitative analysis revealed that students' understanding of the nature of science changes considerably after they "do" scientific research. The journal analysis and the "Research is...." question analysis show that students also have a significant affective response to the research experience. Quantitatively, the total NOSS score improvement for the treatment group was substantial (11.4 to 13.8) and better than the control, although it was not a statistically significant difference. Generally, treatment students showed greater improvement on all NOSS scales. Treatment students also had greater gains on the four different process skills measured in this study. Research-based curriculum is an effective way to change students' attitudes towards science and a sound way to increase student understanding about the nature of the research process.

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Aldakheel, Eman A. "A Cloud Computing Framework for Computer Science Education." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1322873621.

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Olsson, Axel. "SimPad - a drawing-based modeling tablet web application to support science education." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20206.

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With the increase of use with tablet computers comes new ways of interaction butalso new possibilities for learning. This creates a challenge for designers to create aviable interaction design. In this research, a set of interaction design guidelines andinteraction qualities are identi ed. Speci cally when designing natural user interfacesfor drawing-based modeling on tablet devices to support learning. The existingtablet computer manufacturer design guidelines are reviewed. Additionally, a webbasedtablet prototype designed and developed using an iterative design approachconsisting of design and creation coupled with design-based research and interactiondesign. The prototype is evaluated with eight representative end-users at a middleschoolin southern Sweden using a usability evaluation that is recorded with videoand analyzed through a signi cant event analysis. The results show that users enjoyworking with the prototype and they think that it can help them in their learning.The results also shows guidelines and a ordances for interaction design of interfacesfor drawing-based modeling tablet applications. The reasoning behind identifyingguidelines and a ordances is to provide researchers, designers, and others with themeans to minimize problems that may arise in the design of their own drawing-basedmodeling tools for education.

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Paiva, Hélder Giroto. "Relatório da prática de ensino supervisionada na Escola Básica 2, 3/S Cunha Rivara, Arraiolos." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/19023.

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O presente relatório tem como objetivo a explanação e a discussão de forma concisa da atividade docente desenvolvida no ano letivo 2012/2013, na Escola Básica 2,3/S Cunha Rivara de Arraiolos com as turmas do 8.º C e 11.º D nas disciplinas de Ciências Naturais e Saúde respetivamente, sob a orientação da Doutora Marília Cid. Apresentam-se os fundamentos teóricos que sustentaram o delineamento de todas as metodologias e estratégias de ensino no sentido de promover situações de aprendizagem significativa aos alunos das turmas referidas. Este é também um testemunho da participação ativa no projeto de educação para a saúde em colaboração com as entidades promotoras de saúde no Concelho de Arraiolos no sentido de organizar atividades extracurriculares propiciadoras da aprendizagem nesta dimensão, com a dinamização de sessões de esclarecimento de Educação Sexual a várias turmas da escola e a produção de um website informativo e de apoio aos alunos do 3.º Ciclo do Ensino Básico e do Ensino Secundário sobre Educação Sexual. Foi apanágio deste trabalho a análise e reflexão também evidenciadas no trabalho de investigação sobre as atividades desenvolvidas no âmbito da Educação para a Saúde mas também em toda a atividade de lecionação. Esta análise e reflexão, bem como a pesquisa individual e o trabalho colaborativo permitiram o desenvolvimento progressivo das minhas capacidades, da qualidade do trabalho desenvolvido e o melhoramento da formação académica. /ABSTRACT: This report aims at explaining concisely and discussion of teaching developed in the academic year 2012/2013, at Escola Básica 2,3 / S Cunha Rivara in Arraiolos with classes C from 8th grade class and D from 11th , in the disciplines of Natural Sciences and Health respectively under the guidance of PhD Teacher Marilia Cid. Here we present the theoretical foundations that supported the design of all methodologies and teaching strategies to promote meaningful learning situations for students of classes above. This is also a testament to the active participation in the design of health education in collaboration with the health promoters in the County of Arraiolos to organize extracurricular activities conducive learning these dimensions, the organization of information sessions to various Sex Education school classes and the production of an informational website to support the students of the 3rd cycle and Secondary Education on Sexual Education. It was the hallmark of this work, analysis and reflection evidenced in research work on the activities within the Health Education but also of the entire teaching activity. This analysis and reflection as well as individual research and collaborative work allowed the progressive development of my abilities, quality of work and the improvement of academic training.

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Dahl, Kimberly. "A JOURNEY OF TEACHING AND LEARNING IN SCIENCE EDUCATION: THE MICROCULTURE OF EMERGING INQUIRY-BASED SCIENCE INSTRUCTION IN AN URBAN, LOW SOCIOECONOMIC ELEMENTARY SCHOOL SCIENCE LAB." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4357.

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This ethnographic study of emerging inquiry-based science instruction in an urban, low socioeconomic elementary school science lab was designed to gain insight into the perspectives of the teacher and students. The study involved a Central Florida elementary school whose population was over 80 percent African-American. In this six month study, the researcher examined the classroom setting of a science lab teacher and her fourth and fifth grade students during a six month period of time. Data sources included interviews, field notes, reflections, and student work , which were used to identify the emerging themes and patterns in the study. The emergent themes were grouped into two categories: the perspective of the teacher and students in the inquiry environment and the microculture of the teacher and students in that environment. The teacher’s perspectives on instructional strategies, standard based instructional guidelines, and the realities of teaching in an urban low socioeconomic setting were the major emergent themes. The students’ perspectives into environment and sense-making of elementary school students were the other major emergent themes. Chapter I provides background and the significance of the study. Chapter II provides a research of the literature surrounding inquiry-based instruction in science education. Chapter III describes the methodology, specifically the ethnographic approach to this study. A metaphoric journey down the river of perspectives in science lab classroom sets the tone for Chapter IV. This chapter provides a "view from the shore," an introduction to the general background of the elementary school. Chapter V explores the teacher perspectives, and uses vignettes to analyze instructional strategies, questioning, assessment, standards state and district guideline and the realities of teaching. Chapter VI discusses the student perspectives, and uses vignettes to analyze behaviors and actions, responsibility of learners, assessment, and ways of knowing. Chapter VII pulls together conclusions, implications, and recommendations for further research.This study contributes to the total body of research of science education in two ways: 1. It provides student and teacher perspectives on science in an urban, low socioeconomic elementary school. 2. It provides research with a teacher and student perspective of inquiry-based science instruction.
Ed.D.
Department of Educational Studies
Education
Educational Studies

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Baker, Joseph O., and Smith Kelli. "Theism, Sexual Politics, and Sex Education in Public Schools: The Case of the American States." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/405.

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Nivens, Ryan Andrew, and Rosemary Geiken. "Using a Computer Science-based Board Game to Develop Preschoolers' Mathematics." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3040.

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Tai, Chih-Che. "STEM and LIteraCy in Education through Project-Based Learning (SLICE- PBL)." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3275.

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Santana, Roman. "Integrating Inquiry-Based Physical Science Lessons with English Language Development." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751874.

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The purpose of this project was to develop modified lessons that integrate FOSS investigations with the California English Language Development Standards with the intent to teach science daily for at least thirty minutes. Teachers will be able to use these lesson plans to modify their own science lessons and integrate them with ELD. The modified lessons were reviewed by three teachers, two professors and a science TOSA. Revisions were made to the modified lessons after careful consideration of the comments and suggestions made by the reviewers.

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Aguirre-Mendez, Claudia Patricia. "Examining Hispanic students' science learning in an argument-based inquiry classroom." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1526.

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The Hispanic population in the United States experiences many challenges in education that have placed them behind their Euro-American counterparts in terms of achievement. These challenges are associated with socioeconomic status and family structure, educational expectations, cognitive skills, and low-quality schooling in the elementary grades. The purpose of this study was to examine how Hispanic students construct science learning in an argument-based inquiry classroom. This research constitutes a qualitative case study grounded in a sociocultural constructivist framework. Data was collected using a variety of qualitative techniques, including nonparticipant observations, analysis of semi-structured interviews, audio recordings, transcription, and observations. The focal participants of this study are three Latino/Hispanic students, two in fifth grade and one in fourth grade. Findings indicated that the two aspects of an argument-based inquiry approach impact students learning in science under diverse conditions. Students also encounter particular challenges while they are involved in this learning context.

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Warrick, Philip A. "A VRML-based anatomical visualization tool for medical education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29635.pdf.

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Agrawal, Anukrati. "The evolution of an online environment to support the studio based pedagogical approach for computing education." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/a_agrawal_072409.pdf.

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Thesis (M.S. in computer science)--Washington State University, August 2009.
Title from PDF title page (viewed on Sept. 22, 2009). "School of Electrical Engineering and Computer Science." Includes bibliographical references (p. 63-68).

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Lindsey, Levi Scott. "Pen-Based Interfaces for Intelligent Statics Tutoring Systems." Thesis, University of California, Riverside, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1547829.

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Here we present two intelligent tutoring systems for statics, the sub-discipline of engineering mechanics concerned with the analysis of mechanical systems in equilibrium under the action of forces. These systems are pen-based: one runs on Windows tablet PCs and the other on Livescribe^TM smartpens with specially-designed paper worksheets. It is common for novice students to attempt to solve problems without understanding the fundamental concepts involved. For example, they may attempt to solve a new problem by adapting the solution to an example problem. This approach can lead to errors as novices often categorize problems on the basis of surface similarity rather than the structural—i.e., conceptual—similarity. Our new instructional model guides students in explicitly examining the structural elements that govern the solution. For example, before the student draws forces on a free-body diagram, the system requires the student to explicitly identify all interaction points, points at which other objects apply forces to the body. The student must then identify what kind of interaction occurs at each interaction point before representing them by force arrows. The system critiques the student's work for each of these steps and provides appropriate tutorial feedback. This instructional design has a number of benefits. It helps students to identify the structural elements that guide the solution process, which is important for problem-solving transfer. It also enables the system to accurately diagnose student errors. Because each step in the reasoning is explicitly recorded, the system can unambiguously determine the cause of an error and provide focused tutorial feedback. Also, the use of natural pen-based interfaces unburdens the student from extraneous cognitive load inherent in more traditional interfaces. We conducted two studies to evaluate these systems. The first included 43 students enrolled in Statics (ME 10) at UCR, while the second included 10 students enrolled in Introduction to Mechanical Engineering (ME 2). The results suggest that students find the systems to be useful for learning statics. However, the tablet-based system is more effective than the smartpen-based one, with the former leading to large and statistically significant learning gains in the second study.

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Slykhuis, David Alan. "The Efficacy of World Wide Web-Mediated Microcomputer-Based Laboratory Activities in the High School Physics Classroom." NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-03242004-153352/.

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This research project examined the efficacy of an online microcomputer-based laboratory based (MBL) physics unit. One hundred and fifty physics students from five high schools in North Carolina were divided into an online and classroom group. The classroom group completed the MBL units in small groups with assistance from their teachers. The online groups completed the MBL units in small groups using a website designed for this project for guidance. Pre- and post-unit content tests and surveys were given. Statistical analysis of the content tests showed significant development of conceptual understanding by the online group over the course of the unit. There was not a significant difference between the classroom and online group with relation to the amount of conceptual understanding developed. Correlations with post-test achievement showed that pre-test scores and math background were the most significant correlates with success. Computer related variables were only mildly correlated with the online group. The students? views about the nature of physics, as collected by the surveys, were not well developed before the unit and did not significantly change over the course of the short unit. Examination of the students? conceptions after instruction revealed common alternative conceptions such as confusing position and velocity variables and incorrect interpretations of graphical features such as slope.

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Dissertations / Theses on the topic 'Science based sexual education'

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