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Direct linkHuling, Milton – ProQuest LLC, 2014
Unfortunately, for the most part, teachers do not teach the Nature of Science (NOS). Even when teachers have adequate NOS knowledge, their knowledge still does not make its way into practice. While there are various reasons for this happening, this study has isolated other, more typical, constraints to teaching in order to look more closely at the…
Descriptors: Teaching Methods, Teacher Attitudes, Scientific Principles, Grade 6
Peoples, Shelagh – ProQuest LLC, 2012
The purpose of this study was to determine which of three competing models will provide, reliable, interpretable, and responsive measures of elementary students' understanding of the nature of science (NOS). The Nature of Science Instrument-Elementary (NOSI-E), a 28-item Rasch-based instrument, was used to assess students' NOS…
Descriptors: Scientific Principles, Science Tests, Elementary School Students, Item Response Theory
Frias, Ramon – ProQuest LLC, 2013
The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and…
Descriptors: Elementary School Science, Science Tests, Criterion Referenced Tests, High Stakes Tests
Kapetanis, Ana Cristina – ProQuest LLC, 2011
The use of high stakes testing to improve educational outcomes falls short in many settings. Proposals for improvement include providing more opportunities for students to extend their thinking, gaining experience in the social nature of science, and learning how to interpret, explain, and justify results. This phenomenological qualitative project…
Descriptors: Elementary School Science, Private Schools, Science Programs, Scientific Principles
Willcuts, Meredith Harris – ProQuest LLC, 2009
The overall purpose of this action research study was to explore the experiences of ten middle school science teachers involved in a three-year partnership program between scientists and teachers at a Department of Energy national laboratory, including the impact of the program on their professional development, and to improve the partnership…
Descriptors: Scientific Principles, Science Teachers, Scientists, Professional Development
Callahan, Brendan E. – ProQuest LLC, 2009
There is a distinct divide between theory and practice in American science education. Research indicates that a constructivist philosophy, in which students construct their own knowledge, is conductive to learning, while in many cases teachers continue to present science in a more traditional manner. This study sought to explore possible…
Descriptors: Theory Practice Relationship, Science Education, Constructivism (Learning), Conflict
