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Dissertations / Theses on the topic 'Scientific Abilities'

Author: Grafiati

Published: 5 November 2024

Last updated: 31 July 2025

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1

Knight, Amanda Margaret. "Students' abilities to critique scientific evidence when reading and writing scientific arguments." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104146.

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Thesis advisor: Katherine L. McNeill<br>Scientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation for a scientific phenomenon tends to take precedence. In science education, arguments make students' thinking and reasoning visible while also supporting the development of their conceptual, procedural, and epistemic knowledge. As such, argumentation has become a goal within recent policy documents, including the Next Generation Science Standards, which, in turn, presents a need for compr

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Colbourne, Peter Francis. "Beyond paradigms in the processes of scientific inquiry." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/1600.

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Fabby, Carol. "Reforming the introductory laboratory to impact scientific reasoning abilities." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1342103347.

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Colbourne, Peter Francis. "Beyond paradigms in the processes of scientific inquiry." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16461.

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Lopez, D. "The Quality of Reports in Undergraduate Physics Laboratory Courses and their Relationship with the Level of Scientific Abilities." Phd thesis, Australian Catholic University, 2024. https://doi.org/10.26199/acu.911v1.

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This thesis aims to provide empirical and theoretical evidence to relate the quality of physics lab reports and the levels of scientific ability of first-year university students. Using an interdisciplinary, multistage mixed-methods design, three perspectives are integrated in seeking to describe the quality of a lab report: (i) a functional perspective on the language in the reports, utilising genre theory in Systemic Functional Linguistics; (ii) an epistemic perspective on modelling practices in physics; and (iii) a measurement perspective for the construction of educational instruments. Fir

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Scallon, Jane Metty. "Comparative study of authentic scientific research versus guided inquiry in affecting middle school students' abilities to know and do genetics." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3808.

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This exploratory mixed methods study addressed the types of gains students made when engaged in one of two forms of inquiry. Gains were measured on three levels: conceptual understanding, the process of scientific investigation, and use of practical reasoning skills. One hundred-thirty 8th grade students from a rural public school in East Texas participated in this study. Classes of students were randomly assigned to one of two treatment groups: guided inquiry or authentic student research learning. Non parametric statistical analysis and constant comparative qualitative analysis were used to

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Bachhuber, April Christine Moeller [Verfasser], and Beate [Akademischer Betreuer] Sodian. "Scientific reasoning in preschool: The development, correlates, and promotion of control of variables strategy abilities / April Christine Moeller Bachhuber ; Betreuer: Beate Sodian." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2020. http://d-nb.info/1226660665/34.

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Depieri, Adriana Anunciatto. "A engenharia sob a ótica dos pré-universitários e o impacto das feiras de ciências." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/3/3142/tde-25032015-165603/.

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Um mundo em mudanças, com necessidades crescentes de soluções globais de ciência e tecnologia para seus problemas, faz da demanda por cientistas e engenheiros uma questão importante para a competitividade e o desenvolvimento econômico e social de qualquer país. Jovens devem ser cada vez mais motivados e preparados na educação básica para proporcionar à sociedade não só mais, mas melhores estudantes universitários e profissionais de engenharia. Assim, conhecer as atitudes, pensamentos, opiniões e percepções dos pré-universitários em relação à engenharia é de fundamental importância para atuar n

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Gomes, Ana Cristina Jacinto da Silva. "O fortalecimento do Sistema Científico e Tecnológico através da formação de recursos humanos. A formação de recursos humanos na área das tecnologias da informação e telecomunicações no Programa CIÊNCIA." Master's thesis, Instituto Superior de Economia e Gestão, 1997. http://hdl.handle.net/10400.5/3940.

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Mestrado em Economia e Gestão de Ciência e Tecnologia<br>A Ciência e a Tecnologia assumem hoje em dia um papel preponderante, surgindo como alternativa estratégica de elevado potencial para o desenvolvimento das economias. Esta relação entre Ciência e Tecnologia induz o fortalecimento continuado das relações entre a Universidade e o tecido empresarial, as quais assumem um papel determinante na geração da inovação tecnológica. Inovação, que pela sua reconhecida importância, é parte integrante das estratégias de competitividade protagonizados tanto pelas empresas, como pelos países que se querem

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Hsu, Wei-Hsiu, and 許瑋琇. "The effect of scaffolded scientific inquiry curriculum on students' scientific inquiry abilities." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/47300526841661067014.

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碩士<br>國立臺灣師範大學<br>地球科學系<br>98<br>This study aimed to understand how scaffolded scientific inquiry curriculum design (Explicit version, Implicit version and Fading version) improved students’ scientific conceptions, scientific inquiry abilities and understanding about inquiry. The participants included 93 tenth graders from three classes at a senior high school in Taipei County. The researchers collected data from open-end questions, half structural interviews, and video clips of the focus group. The main results indicated that all the students had significant differences on scientific concepti

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Wu, Jia-Zon, and 吳佳蓉. "Explore Students’ Decision-making Abilities from Socio-scientific Issues in CWISE." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/37032077764379184283.

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碩士<br>國立臺灣師範大學<br>科學教育研究所<br>103<br>This study is to explore the changes of students’ decision-making abilities and conceptual understanding of water resources from a socio-scientific issues course “location selection for a water reservoir” in Collaborative Web-based Inquiry Science Environment (CWISE). The valid sample of this study was 131 students from five junior high schools in Taiwan. Related measurements included a water-resource conceptual test, a decision-making ability test, and worksheets. Students' pre- and posttest scores were analyzed for their learning effects of the course. Res

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Chiang, Sui-hui, and 蔣淑慧. "The comparison of students’ thinking styles and their scientific thinking abilities." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/21767227544962766388.

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碩士<br>國立臺北教育大學<br>自然科學教育學系碩士班<br>95<br>The purpose of this research is to compare students’ scientific thinking abilities and their differences in terms of their creative, critical and reasoning thinking styles. Objectives of this study including: 1) To present an overall understanding of students’ performances in thinking style, creative thinking, critical thinking and reasoning thinking, 2) To explore the relationships among creative, critical and reasoning thinking, 3) To analyze their diverse performances in creative, critical and reasoning thinking when the students of different thinking

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Huang, Hui-Yu, and 黃惠鈺. "Integrating scientific explanation writing strategies with inquiry-based teaching: A case study of the fifth grade students’ scientific explanation abilities." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/z59uvx.

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Hou, Chun-Ya, and 侯春雅. "A Study of Design and Making Abilities of Scientific Toys for the 5th Graders." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/19957570595177664210.

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碩士<br>臺北市立教育大學<br>自然科學系碩士班<br>97<br>This study aimed to investigate the abilities of design and making scientific toys and the impact of scientific attitudes for the 5th graders through the self design experimental courses. The design of this research used qualitative and quantitative methods. The subjects of this study were 30, 5th graders who study in a primary school in the Da-an District of Taipei City. Qualitative analysis employed the works of students, teacher’ s notes, teaching activities videotapes, the one-to-one semi-structured interview records, design drawings of scientific toys.

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Hsu, Chun, and 許均. "Study on Instruction of Cultivating Young Children's Scientific Abilities with Kinmen's Place-Based Curriculum." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/55854398797110178624.

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碩士<br>國立臺東大學<br>幼兒教育學系碩士班<br>102<br>The study aimed to research into the effects of STS (science-technology-society) teaching mode to elevate young children's scientific abilities after they received a scientific curriculum with the themes of “Kinmen's salt” and “Kinmen's tunnels.” Through the learning process of young children, the instructional process of teachers and interaction between teachers and students, an appropriate curriculum was developed to improve the learning effectiveness of young children's scientific process skills and scientific attitudes and to enhance the professional gro

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Chen, Wei-Yu, and 陳威宇. "Implementing 5E Differentiated Inquiry Teaching to Improve Sixth-Grade Students’ Abilities of Scientific Explanation." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/rrkxey.

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碩士<br>國立嘉義大學<br>數理教育研究所<br>107<br>The case study is to implement 5E differentiated inquiry teaching to enhance students' scientific explanation ability. Scientific explanation abilities involve three elements: making a claim, using data as evidence, and describing a reasoning process. The 5E differentiated inquiry teaching includes five stages: engagement, exploration, explanation, elaboration and evaluation. The teacher gives different levels of guidance according to the students' scientific explanation ability and prior knowledge. The topics of teaching activities were the "Weather Changes"

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Tsai, Hsing-Ju, and 蔡幸如. "Exploring The "POE & Scientific Interpretation with Text Scaffolding" Teaching Method for Graduate Students to Design Experiment, Teaching and Scientific Inquiry Abilities." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6e59jw.

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碩士<br>國立臺北教育大學<br>自然科學教育學系<br>107<br>In present study, 14 graduate students who took the course of "Advanced Entomology" in one University of Education, were selected as subjects, and case-based teaching was conducted to train them to design experiments and teaching by using the teaching method "POE & Scientific Interpretation Text scaffolding". First, the course design is divided into three phases, including: teaching the general theory of entomology and the "POE & scientific interpretation of the text scaffolding" pedagogy theory to acknowledge them a concept of entomology; furthermore, and

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Sung, Mei-Ling, and 宋美伶. "The Impact of Inquiry Teaching Module on Third Graders ’ Problem Solving Abilities and Scientific Attitudes." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/wkdcza.

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碩士<br>中原大學<br>教育研究所<br>99<br>The purpose of this study is to explore the effectiveness of inquiry teaching module on third graders’ problem solving abilities and scientific attitudes. Two classes of third–grade students in TaoYuan County were selected to be the research samples, which were divided into the experimental group (n=30) and the control group (n=30). Inquiry teaching was used to be instruction model for the experimental group while the control group received regular lecture instruction. The teaching lasted 6 weeks and 18 class sessions were included. Two research instruments –“probl

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Wang, Zen-Lan, and 王梓倫. "Study of Senior Elementary Students’ Argumentation Abilities and Conceptual Understanding with Scientific Writing Integrated Argumentation." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/52483602105544186985.

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碩士<br>國立臺中教育大學<br>科學應用與推廣學系科學教育碩士班<br>100<br>The purpose of this study was to explore the argumentation ability and conceptual understanding of 25 upper graders in a northern elementary school. With Argumentation Integrated Scientific Writing about the contents of the science picture book, magic school bus gets a bright Idea with “path of light” as the scientific issue. This research was a qualitative study. The written argumentation process comprised four activities: in the picture book, during peer and science inquiry, and in science writing heuristic, respectively, with two 80-minute classe

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Chern, Mei-Shiang, and 陳梅香. "Explore the impact of scaffolding on web-based identifying scientific issue learning content on 6th grade students’ abilities of identifying scientific issue and inquiry." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/18196359924435353496.

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碩士<br>國立交通大學<br>教育研究所<br>98<br>This study was to explore the difference between scaffolding and non-scaffolding web-based learning on students’ concept construction, scientific reasoning, scientific inquiry ability and competencies in identifying scientific issues. A total of 123 6th graders recruited from four average-achievement classes of a middle school in Taiwan participated in this study. Sixty three of them received scaffolding web-based learning for three units, and the other sixty students received non-scaffolding web-based learning for three units as well. In addition to the learning

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Jhang, Wun-Sin, and 張文馨. "How metacognitive guiding strategies might influence students’ conceptual development about seasons and their scientific inquiry abilities." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/11714203772658052477.

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碩士<br>國立臺灣師範大學<br>地球科學系<br>98<br>The main purpose of this study is to explore how metacognitive guiding strategies might influence students’ conceptual development about seasons and their scientific inquiry abilities. The participants were 51 9th graders from two classes. An inquiry-based curriculum with metacognitive guiding strategies was taught in one class (the experimental group), and a regular inquiry-based curriculum without such strategies in the other (the control group). During the courses, the researcher collected questionnaires, assessment sheets, work sheets, and so on. With the d

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Huang, Yin-Cheng, and 黃胤政. "The Impact of Applying Problem-based Learning to Scientific Contest on the Sixth Graders’ Problem-solving Abilities." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/42468800423279209816.

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碩士<br>國立臺北教育大學<br>自然科學教育學系碩士班<br>99<br>The purpose of the study was to investigate the influence of Problem-Based Learning (PBL) and general group instruction on the sixth graders’ problem-solving abilities. The participants consisted of two groups of students, while one group was the experimental group (N=60) using the Problem-based learning instruction, and the other was the control group (N=60) using general group instruction. The Students’ learning process and outcomes in terms of problem solving abilities and creative thinking abilities were discussed. The main findings were as follows: 1

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Chen, Ching-Mei, and 陳靜美. "A study of scientific inquiry instruction integrated picture books as media on the effects of scientific abilities and interests in learning science for elementary low graders." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/58846453433442776819.

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碩士<br>國立屏東教育大學<br>數理教育研究所<br>102<br>This study adopted a qusi-experimental design. It aimed to investigate the impact of inquiry teaching supported by picture books as media and greral science teaching on scientific inquiry abilities and interests in learning science for second grade students of the elementary school. The experiment group adopted inquiry teaching combined with picture books, whereas the control group adopted general science teaching. The study findings are as follows: 1. In terms of scientific inquiry abilities: The scientific inquiry abilities of the experimental group were b

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CHEN, YU-HSIANG, and 陳鈺翔. "The Development of a Scientific Argumentation Scale and It’s Application on Measuring 4th, 5th and 6th Graders’ Abilities." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/66841649149617575182.

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碩士<br>國立臺北教育大學<br>自然科學教育學系<br>104<br>This study aims to build a scientific argumentation scale on 4th, 5th and 6th graders. Moreover, this study investigates students’ learning environment differentiation, grade difference, and gender difference on scientific argument ability scale so that this study can be applied to the future study. One thousand ,five hundred and fifty-six students included 4th, 5th and 6th graders from thirty elementary schools participated in this study. The result indicated not only the adaptation and procedure of designing the science argument questionnaire but also the

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Wang, Shiou-fen, and 王秀芬. "An Investigation of the Problem-Solving Processes and Types of Thinking on Different Scientific Inquiry Abilities for Fifth-Grade Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/23499891136889808268.

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碩士<br>國立屏東教育大學<br>數理教育研究所<br>100<br>The purpose of this study was to investigate the problem-solving processes and types of thinking for the fifth-grade students’ high and low inquiry abilities. Twenty four fifth-grade students of an elementary school in Kaohsiung City participated in this study. A questionnaire for scientific inquiry developed by Kao (2009) was adopted as our primary research tool. Experimental data included students’ responses when solving the problem of the questions as well as the original interview. The result showed that the students with higher test scores in the perfor

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Cho, Yen-Yu, and 卓宴榆. "An Action Research Using Science Readinga and Writing Instruction to Improve Metacognitive and Scientific Explanation Abilities of 7th-Grade Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ypx8f8.

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碩士<br>國立彰化師範大學<br>科學教育研究所<br>106<br>This study aims to investigate how science reading and writing improved junior high school students’ metacognitive ability and scientific explanation ability through the study sheets braided by the researcher. The lessons used the OK4R reading strategy and group discussions, and students had to complete the study sheets. This action research involved 28 seventh graders, and lasted for ten weeks with two action cycles. The research involved both qualitative and quantitative methods. On the one hand, Metacognition Awareness Inventory was used as a quantitative

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Chen, Tzu-Chin, and 陳姿津. "Research of “Scientific Analogical Reasoning” within Web-based Interactive Learning: Promoting Middle School Students’ Reasoning Abilities and Concept Construction Involving Electricity." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/30298726958519139233.

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碩士<br>國立交通大學<br>教育研究所<br>95<br>Web-based interactive lessons for electricity unit were developed for this study. The design of the lessons was based on Dual Situated Learning Model (DSLM) and the reasoning as well as analogical reasoning learning approaches. The purpose of this study was to investigate the impact of web-based interactive lessons on students’ conceptual constructions, reconstructions, and their scientific reasoning abilities. This study adapted a quasi-experimental design. Six ninth-grade classes were recruited. Three classes (a total of 97 students) served as the exper

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Chun, Hsueh Ping, and 薛秉鈞. "Study on impacts of teaching modules of cooperative learning in scientific texts reading on reading comprehensive abilities of junior high school students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/14467612684051216628.

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碩士<br>國立高雄師範大學<br>化學系<br>94<br>Abstract The purpose of this research was to investigate the influence of teaching modules of cooperative learning in scientific texts reading on reading comprehensive abilities of junior high school students, and students’ reactions on such a teaching method. The research used the pretest-posttest nonequivalent group design. The research subjects were 65 seventh grade students in 2 classes from a junior high school in Tainan, and one class was the experimental group and the other class was the control group. The experimental group received 9 lessons on science

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何宗穎. "Using Mediated Learning Experience Theory to Investigate the Mediation Role of the Teacher and the Effects of Inquiry Abilities of the Students in Junior High School Scientific Inquiry Activity." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/90549751641398355803.

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博士<br>國立高雄師範大學<br>科學教育研究所<br>101<br>Scientific inquiry teaching is an important instructional method used in science education. The importance of this method is that it develops learners’ scientific competency and knowledge of how to use scientific inquiry . The teachers’ role in this development is to help learners develop their competence and knowledge of science by using of inquiry as it applies in their real-life situations. An analysis of literature has shown that activities which are used during science teaching and laboratory activities, such as activity intentions and mediated learnin

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