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Thèses sur le sujet « Integrated science education »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 25 juillet 2025

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1

Åström, Maria. "Defining integrated science education and putting it to test." Doctoral thesis, Linköpings universitet.Institutionen för samhälls- och välfärdsstudier, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-44858.

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The thesis is made up by four studies, on the comprehensive theme of integrated and subject-specific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students' science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i.e. Science education and science taught as Biology, Chemsitry and Physics respectively. The two following analyses of PISA 2003 and PISA 2006 data put forward

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Åström, Maria. "Defining integrated science education and putting it to test /." Norrköping : Swedish National Graduate School in Science and Technology Education, FontD : Department of Social and Welfare Studies, Linköping University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15345.

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3

Ng, Po-mo. "An evaluation of ETV teaching materials in the integrated science subject." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B42574523.

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4

Merrill, Christopher P. "Effects of integrated technology, mathematics, and science education on secondary school technology education students." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242752381.

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5

Prows, Lisbeth S. "Science and literature: An integrated model." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/726.

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6

Cobbs, Georgia Ann. "The evolution and implementation of an eighth-grade integrated mathematics science course /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487863429090981.

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7

Ng, Po-mo, and 吳寶武. "An evaluation of ETV teaching materials in the integrated science subject." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B42574523.

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8

Åström, I. Maria. "Integrated and Subject-specific : An empirical exploration of Science education in Swedish compulsory school." Licentiate thesis, Linköping University, Linköping University, Department of Social and Welfare Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15343.

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<p>This thesis is an explorative experimental study in two parts of different ways of organising Science education in the Swedish context. The first study deals with the question if students attain higher scores on test results if they have been working with integrated Science compared to subject-specific Science i.e. Biology, Chemistry and Physics. The second study concerns the similarities and differences between integrated Science education and Science education in Biology, Chemistry and Physics, especially in the teaching organisation.</p><p>The introduction describes the nature of integra

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9

Kochheiser, Karen Lynn. "An analysis of women's ways of knowing in a 10th grade integrated science classroom /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487946776021463.

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10

Jones, Shelly M. Meier Sherry Lynn Blosch. "Characterization of instruction in integrated middle school mathematics and science classrooms." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088024.

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Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed January 3, 2006. Dissertation Committee: Sherry L. Meier (chair), Beverly S. Rich, Jeffrey E. Barrett, Franzie L. Loepp. Includes bibliographical references (leaves 165-177) and abstract. Also available in print.

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11

Åström, Maria. "Integrated and subject-specific : an empirical exploration of science education in Swedish compulsory school." Licentiate thesis, Linköpings universitet.Institutionen för samhälls- och välfärdsstudier, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-44856.

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This thesis is an explorative experimental study in two parts of different ways of organising Science education in the Swedish context. The first study deals with the question if students attain higher scores on test results if they have been working with integrated Science compared to subject-specific Science i.e. Biology, Chemistry and Physics. The second study concerns the similarities and differences between integrated Science education and Science education in Biology, Chemistry and Physics, especially in the teaching organisation. The introduction describes the nature of integrated curri

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12

Brockbank, Brennan R. "Decision Making Associated with Selecting an Integrated or a Discipline Model for Middle School Science Instruction." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10617246.

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<p> Purpose. This study sought to identify, understand, and describe the decision-making processes used by school districts to determine the middle school science course sequence as part of the adoption of the Next Generation Science Standards. Additionally, this study explored and described the expressed comments, feelings, and beliefs of participants involved in the decision process about their experience in the decision-making process and the outcome. </p><p> Methodology. This multiple case study focused on four cases—three school districts that chose the integrated approach and one

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13

Barger, Bettie Parsons. "It’s an eBook: A Qualitative Study of the Use of eBooks Integrated into a Fourth Grade Science and Language Arts Classroom." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397165523.

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14

Jax, Daniel W. "A Case Study of the Initiation and Implementation of an Innovative Integrated Science Curriculum for Grades Nine and Ten." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1224789073.

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15

Hung, Cheung-ling. "A study of the teaching methods used by integrated science teachers in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803925X.

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16

Pickett, Isabel Ann. "Creating a child-centered integrated science/language arts curriculum using a year-long theme." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/672.

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17

Kazeni, Mungandi Monde Monica. "Development and validation of a test of integrated science process skills for the further education and training learners." Pretoria : [S.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-04302008-145702/.

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18

Adamson, Karen H. "The Impact of an Integrated Math and Science Curriculum on Third Grade Students' Measurement Achievement." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/185.

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The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports the development of English language skills, on third grade students' mathematics achievement - specifically the measurement subscale of the statewide assessment. The data draws from a larger 5-year research project consisting of reform-based science curriculum units and teacher workshops designed to promote effective instruction of science while integrating mathematics and supporting English language development. The third grade curriculum places a strong emphasis

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19

Chien, Robyn Kay. "The classification and framing of the curriculum: a case of integrated studies." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1155.

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This study focuses on curriculum integration for several reasons. Firstly, because there appeared to be no clear definition of integration nor a consensus on what constituted good integration. Secondly, there were few studies on integration and the type of learning involved. I believe that a study looking at an integrated unit in depth should help to shed light on what integration is and how it can be accommodated within the school system. Thirdly, an opportunity existed to observe such a unit within an established middle school. As integration is purported as being "the way" young adolescents

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20

Ndoro, Mugove Chawapiwa. "Learner performance in integrated science process skills and attitudes in hands-on practical work versus virtual practical work." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26870.

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This research study was conducted in an urban high school in Western Cape province of South Africa. The research study investigated the effect of virtual practical work on learner performance in science process skills and attitude, working with a non-random sample group of grade 10 physical sciences learners. In this experimental design research, the treatment group of 22 learners was taught the concept of 'phase change in matter' through virtual practical work. On the other hand, the control group was taught the same concept through hands-on practical. A pre- and post-test instrument of 30 mu

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21

Lange, Alissa A., Lynn Lodien, and Anne Lowe. "The Worms Are Dancing! An Integrated Learning Experience with Preschoolers." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6020.

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22

Lange, Alissa A., Lynn Lodien, and Anna Lowe. "The Worms Are Dancing! An Integrated Learning Experience with Preschoolers." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6020.

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Lange, Alissa A. "The Worms Are Dancing! An Integrated Learning Experience with Preschoolers." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6020.

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24

Robertson, Laura, Chih-Che Tai, Renee Rice Moran, LaShay Jennings, Kari Eubanks, and S. Honeycutt. "Photosynthesis: An Integrated, Hands-On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3444.

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25

Martínez, Patricia. "Impact of an integrated science and reading intervention (INSCIREAD) on bilingual students' misconceptions, reading comprehension, and transferability of strategies." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3179.

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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 369. Thesis director: Brenda Bannan-Ritland. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 8, 2008). Includes bibliographical references (p. 340-368). Also issued in print.

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26

Gill, Clara. "AN EVALUATION OF INTEGRATED CURRICULUM AS IT EXISTS IN MATHEMATICS AND SCIENCE SSS AS WELL AS THE SUBSEQUENT SUPPORTIVE PRESENTA." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2506.

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This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to uncover POIs between mathematics and science; considered effective strategies for presenting these points

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27

Clauson, Norma M. "The effect of an activity based integrated science curriculum on secondary student attitudes." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1072.

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28

Brusic, Sharon A. "Determining effects on fifth grade students' achievement and curiosity when a technology education activity is integrated with a unit in science /." This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-02152007-142326/.

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29

Ebrahim, Yousef. "The influence of an integrated math, science and technology education program on students' performance on the state of Ohio math and science sub-sections of the 9th grade proficiency test in a selected high school." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1410955468.

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30

Chien, Robyn Kay. "The classification and framing of the curriculum : a case of integrated studies /." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16238.

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This study focuses on curriculum integration for several reasons. Firstly, because there appeared to be no clear definition of integration nor a consensus on what constituted good integration. Secondly, there were few studies on integration and the type of learning involved. I believe that a study looking at an integrated unit in depth should help to shed light on what integration is and how it can be accommodated within the school system. Thirdly, an opportunity existed to observe such a unit within an established middle school. As integration is purported as being "the way" young adolescents

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31

Nivens, Ryan Andrew, Laura Robertson, and Alissa Lange. "Using Teacher Perspectives to Develop Integrated Lessons in STEM Learning." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2650.

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32

Skaresund, Robert. "Work Integrated Learning : crossing Boundaries." Thesis, University West, Department of Nursing, Health and Culture, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-2687.

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<p>Work integrated learning was established at Swedish universities about twenty years ago; and today there are some different attitudes about the purpose of integrating theoretical perspectives to practical experiences, during higher education. For example, there are arguments that students tend to become clients or tools in order to gain regional development if the practical perspectives overcome the possibilities of reflection. Education will in this case only serve to facilitate employment after graduation, rather than to facilitate developmental learning. To understand the relationship be

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33

Braun, Robert E. "Using the Integrated Behavioral Model to Predict Binge Drinking among College Students." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1337785118.

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34

Lundström, Johanna. "Professional development for inquiry-based science education in a low stake high support environment : The French ASTEP-program." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146203.

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This work examines the learning outcomes of a French professional development program for science education in primary school, ASTEP. The program is based on a partnership between a primary school teacher on one hand and a subject expert on the other. Its uniqueness lies in the fact that the subject expert is a young university student who is challenged to be assessed on his/her learning for academic credits. Compared to most other professional development programs, ASTEP displays an alternative knowledge hierarchy, it is neither top down nor bottom up, but rather a form of knowledge exchange.

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35

Hung, Cheung-ling, and 孔祥齡. "A study of the teaching methods used by integrated science teachers inHong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955782.

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36

Tai, Chih-Che, Renee Moran, Karin J. Keith, and Ruth Leonard. "Sound and Waves (PS4): An Integrated K–8 Hands-On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3273.

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37

Brusic, Sharon. "Determining effects on fifth grade students' achievement and curiosity when a technology education activity is integrated with a unit in science." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37366.

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The purpose of the study was to explore the effect of integrating technological activities with science instruction. The researcher examined whether fifth-grade students' achievement and curiosity relative to the science unit were related to their participation in classes where the experimental treatment was employed. A secondary focus of the study was to determine whether students' curiosity about the unit prior to studying it was related to their achievement. The researcher used a quasi-experimental,pretest/post test design for the study. The researcher developed and field tested two inst

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38

Tai, Chih-Che, Clair Gerri St, Karin J. Keith, Renee Moran, and Chih-Che Tai. "Heat, Energy, and Matter (CCC5, PS3): An Integrated Grades 3–12 Hands-On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3274.

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39

Suntree, Lorie Susan. "Integrated agriscience and career awareness curriculum for elementary and middle school utilizing school gardens." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2070.

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Agriculture is a one billion dollar industry in the state of California, yet science and agriculture are overlooked in elementary and middle schools. Instead, an emphasis is placed on writing, reading, and math, subjects that are tested at the state level. As a result, fourth and eighth graders in California placed 38th out of 41 in a National Science Assessment Test. In the spring of 2003, science will be included in the statewide test; therefore, elementary and middle school will have to address the subject of science and its impact on the school day. In 2002 the California State Board of Ed

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40

Tai, Chih-Che, Renee Rice Moran, Karin Keith, Laura Robertson, and Diane O'Neal. "Forces and Motion (PS2): An Integrated K-8 Hands-On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3239.

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41

Lui, Chung-wai. "A study of the understanding of key concepts and processes in unit 5 "solvents and solution" of the Hong Kong integrated science syllabus by the science majors of a college of education." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38627012.

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42

Lui, Chung-wai, and 呂宗偉. "A study of the understanding of key concepts and processes in unit 5 "solvents and solution" of the Hong Kong integrated science syllabusby the science majors of a college of education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38627012.

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43

Arndt, Katie. "Self-study of a Supervisor Making Connections in an Integrated Instructional Third Space in Elementary Mathematics and Field Experience." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6459.

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Too often teachers see mathematics as a culturally neutral subject. Teacher educators need to be aware of their own practice and how it impacts the facilitation of preservice teacher learning, in particular in relation to elementary mathematics and culturally responsive teaching. This qualitative self-study focused on understanding a teacher educator’s enactment of an espoused platform in an integrated instructional third space of an elementary field experience and an elementary mathematics methods course in relation to culturally responsive teaching and mathematics. The research questions gui

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44

Kwan, Kit-man Kitty. "An evaluation of students' language difficulties in using history and integrated science materials in form I in an Anglo-Chinese secondary school." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626597.

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45

Enghono, Albertina Magano. "Understanding how trainee teachers engage with prior everyday knowledge and experience associated with biological concepts during integrated natural science education 5-7 : a case study." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011972.

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Since the Namibian independence in 1990, the education system has undergone some major revamping which involved the adoption of social constructivist perspectives in the teaching and learning of sciences. This learning theory acknowledges learners’ background prior knowledge as valuable tools in the effective construction of science concepts during lessons. A corollary is that the socio-cultural circumstances of learners might negatively influence the way learners construct new knowledge in the science classroom if they are not taken into consideration. This study was thus prompted by the need

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46

Rajibussalim. "The impact of industry-based learning programs on science, technology, engineering and mathematics students: A case study of Indonesian higher education." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108771/1/_Rajibussalim_Thesis.pdf.

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This thesis examines the impact of Industry-Based Learning programs on Science, Technology, Engineering and Mathematics (STEM) undergraduate students at Higher Education institution in Indonesia. The industry-based learning programs are commonly implemented under a bigger umbrella of University-Industry Collaboration. This research utilising a qualitative approach and adopting the case study method to capture the perceptions and real-life experience of the respondents.

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47

Reid-Brown, Carolyn A. L. "Project-Based Learning: Investigating Self-Directed Learning Readiness Skills And Content Knowledge Retention In An Urban Jamaican High School Eighth Grade Integrated Science Cohort." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3388.

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Self-directed learning (SDL) readiness skills and the command and/or retention of content knowledge have been identified as key factors for success in post-secondary settings. The Government of Jamaica (GOJ) has stated that two in three Jamaican secondary school graduates lack the requisite content knowledge and self-directed learning skills needed for advancement in the work space and in postsecondary education (Vision 2030 Jamaica National Development Plan, 2009). This dissertation examined the efficacy of project-based learning (PBL) as a method of instruction for improving SDL readiness sk

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48

Baxter, Claude Brian. "A web-based, enterprise-wide, integrated information system as the source of high quality information for decision-making processes in the Department of Education in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/16474.

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Thesis (MPhil)--Stellenbosch University, 2004.<br>ENGLISH ABSTRACT: The Education Management Information System (EMIS) is the business unit that is responsible for information management and business reporting in the Department of Education. EMIS finds it difficult to provide high quality information to the Department of Education internally and its stakeholders externally and attributes the reduction of the quality of its education information to factors such as the organisational nature of the South African education system, the lack of information management standards and practices, th

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49

Robertson, Laura, Harold Kelley, Scott Honeycutt, and Kari Eubanks. "From Molecules to Organisms (LS1): An Integrated, Hands-on Approach Supporting NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1309.

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50

Yusof, Norashikin. "Bruneian secondary teachers' lived experiences of teaching science through EMI (English as a Medium of Instruction) : a Gadamerian analysis applying key concepts from CLIL (Content and Language Integrated Learning)." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=230598.

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