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Title: A CURRICULUM DESIGN FOR THE STUDY OF ETHNIC SURVIVALS.
Creator: Diaz, Carlos F., Florida Atlantic University, Cook, Joseph B.
Abstract/Description: The problem examined by this study is that there is no conceptual design for teachers and students in the social sciences for (1) organizing ethnic content and (2) comparing and analyzing ethnic group experiences. The following research questions were addressed: (1) What factors about the experiences of ethnic groups inhibit or promote the retention of original cultural characteristics? (2) Which of the original cultural characteristics of an ethnic group were lost voluntarily and which were...
Show moreThe problem examined by this study is that there is no conceptual design for teachers and students in the social sciences for (1) organizing ethnic content and (2) comparing and analyzing ethnic group experiences. The following research questions were addressed: (1) What factors about the experiences of ethnic groups inhibit or promote the retention of original cultural characteristics? (2) Which of the original cultural characteristics of an ethnic group were lost voluntarily and which were lost as the price for inclusion into the larger society? (3) What factors account for the different rates of retention of original cultural characteristics among various ethnic groups? (4) What is the significance of presenting material in the social sciences from a monoethnic perspective? (5) Among the original cultural characteristics that ethnic groups have, which are most susceptible to extinction or modification? (6) What is the effect of the length of stay of an ethnic group in the host society on the retention of original cultural characteristics? and (7) What is the difference in the retention of original cultural characteristics, if any, among ethnic group members who settled in rural or urban areas? The study reviewed the literature in two categories: literature on the topic of ethnicity and works on incorporating ethnic content to create a multiethnic curriculum. The literature on ethnicity produced a series of characteristics which help to define the parameters of ethnic identity. This literature also gives steps which facilitate or retard the integration of an ethnic group in the host society. The literature on teaching ethnic content revealed some very useful approaches, models and typologies. Host materials in this field were found to have been published in the last decade. This literature did not produce a detailed design that could be used in the classroom to analyze the factors which affect the retention or loss of an ethnic group's original cultural characteristics. The theme developed in this study begins with an analysis of selected characteristics of an ethnic group's original culture. Experiences of an ethnic group which modified one or more of the characteristics of original culture were identified. The final phase is the determination of what characteristics selected survived until the present and in what form. The design then documents the characteristics at the point of origin, passing through the modifying experiences and the extent to which the characteristics chosen survived. The initial design was sent to a panel of experts in multiethnic education. Their reactions were then incorporated into a revised design. The revised design was then applied to three ethnic groups: Black, Cuban and Jewish-Americans. These groups were chosen because they represent ethnicity along racial, national and religious lines. The application of the design revealed that the design contained the flexibility to accommodate the analysis of different types of ethnic groups. The design was of significant assistance in examining and classifying information on each of the three ethnic groups as well as providing a framework from which a summary about each group could be compiled. Several recommendations for future research were made as a result of this study. The recommendations are: (1) Future research could focus on a cross-national comparison of an ethnic group's adaptation in two or more societies. (2) An analysis of stages of ethnic identification and the factors that affect this spectrum of identity is recommended. (3) More study needs to be done on cultural characteristics developed by an ethnic group which are neither derived from its original culture nor similar to patterns found elsewhere in the host society.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11764
Subject Headings: Social sciences--Study and teaching
Format: Document (PDF)

Title: A REALISTIC APPROACH TO THE TEACHING OF BASIC JUNIOR HIGH SCIENCE STUDENTS.
Creator: STULL, DONNA JEAN., Florida Atlantic University
Abstract/Description: Changes took place in the science curriculum during the 1960's; the "classical" approach was discarded for laboratory oriented courses. The courses were excellent for highly motivated students but little was developed for the slow or basic students. This author found that in trying to develop a course for basics, one must look at the students and develop a program around their needs. They need to teel important and that they are not failures. This writer also found the teacher to be of prime...
Show moreChanges took place in the science curriculum during the 1960's; the "classical" approach was discarded for laboratory oriented courses. The courses were excellent for highly motivated students but little was developed for the slow or basic students. This author found that in trying to develop a course for basics, one must look at the students and develop a program around their needs. They need to teel important and that they are not failures. This writer also found the teacher to be of prime importance to the su.ccess of the program, strict discipline and lecturing will not work with the basic students. The teacher must be willing to remove failure from the classroom, make the material sufficiently elementary, arouse curiosity, and make the material appealing and relevant. A basic program must be based on a humanistic approach, if the children are to learn.
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Date Issued: 1971
PURL: http://purl.flvc.org/fcla/dt/13460
Subject Headings: Science--Study and teaching (Secondary)
Format: Document (PDF)

Title: A VALIDATION STUDY OF A PIAGETIAN TYPE DIAGNOSIS OF COMMUNITY COLLEGE STUDENTS' COGNITIVE FUNCTIONING ABILITIES.
Creator: ALLMAN, PAULA DARYL., Florida Atlantic University
Abstract/Description: The purpose of this study was to examine the possibility of diagnosing community college students' cognitive functioning abilities, in social science content areas, by means of a Piagetian type clinical diagnosis. In addition, analyses were made to determine the relationships between isolated constructs of cognitive functioning and certain demographic variables. The initial expectation was that factor analysis would yield constructs aligned with constructs of cognitive functioning delineated...
Show moreThe purpose of this study was to examine the possibility of diagnosing community college students' cognitive functioning abilities, in social science content areas, by means of a Piagetian type clinical diagnosis. In addition, analyses were made to determine the relationships between isolated constructs of cognitive functioning and certain demographic variables. The initial expectation was that factor analysis would yield constructs aligned with constructs of cognitive functioning delineated by Piaget. It was also expected that the diagnosis would significantly distinguish between the three strata of subjects as the strata were formed on the basis of the subjects' past levels of academic performance. On the other hand, it was not expected that the diagnosis would be discriminatory in reference to other demographic variables studied. Observation of the results of the factor analysis confirmed the expectations regarding the Piagetian aligned factor structure of the diagnosis and offered a construct validity and reliability estimate of approximately .86. Observation of the results of the relational studies served to support the stated expectations except that measures related to three of the constructs were discriminatory along the dimension of sex. Twelve factors or constructs aligned with Piaget's theory were isolated. The constructs represented both a concrete operational and an abstract operational level of cognitive functioning for most of the cognitive tasks diagnosed. Seven of the factors discriminated significantly (p<.001) between the strata and, in all cases, discriminated in favor of stratum three, the stratum with highest past level of academic performance. The subjects in the stratum with the lowest level of academic performance, stratum one, and frequently stratum two subjects were functioning at a concrete operational level during the diagnosis. The important findings of this research necessitate immediate and continuous research of Piagetian remediation approaches based on the diagnosis and remediation of the learner's cognitive functioning abilities.
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Date Issued: 1972
PURL: http://purl.flvc.org/fcla/dt/11624
Subject Headings: Cognition, Social sciences--Study and teaching, Remedial teaching
Format: Document (PDF)

Title: DESK-TOP KITS IN THE TEACHING OF INTRODUCTORY CHEMISTRY IN THE COMMUNITY COLLEGE: AN APPROACH BASED ON THE PIAGETIAN MODEL.
Creator: Baker, Marion Hale, Florida Atlantic University, Cook, Joseph B., Foley, Jack L.
Abstract/Description: Recent literature has suggested that many entering college students have not yet reached Piaget's formal operational level of intellectual development. The material in introductory chemistry, however, requires formal operational thought processes and chemistry instruction typically assumes that this level has been reached by students. The premise of this study was that if many introductory chemistry students have not yet reached formal operational levels but work exclusively at the concrete...
Show moreRecent literature has suggested that many entering college students have not yet reached Piaget's formal operational level of intellectual development. The material in introductory chemistry, however, requires formal operational thought processes and chemistry instruction typically assumes that this level has been reached by students. The premise of this study was that if many introductory chemistry students have not yet reached formal operational levels but work exclusively at the concrete operational stage, instruction should be directed toward concrete thought processes with the aim of helping the student advance from the concrete to the abstract. Desk-top kits containing chemicals, model-building materials and demonstration devices were distributed to each student during lecture. Each student handled the materials, contructed models and performed his own demonstrations as concepts were introduced. Relationships between the material or process itself (e.g., solutions or precipitation), seen firsthand, and the symbolic representation of that material or process were stressed. This study has demonstrated that, by taking into account the intellectual level of the learner, greater growth and higher achievement can result for introductory chemistry students. It has presented evidence that the Piagetian model of intellectual development is a useful approach for chemical educators to pursue. Presentation of new material in concrete terms with individual handling of materials and models and the individual performance of demonstrations can help introductory chemistry students grow and achieve. It is interesting that, while this approach may be necessary for the concrete operational members of a class, the formal operational members can also benefit from it.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11699
Subject Headings: Chemistry--Study and teaching (Higher), Science--Study and teaching--Aids and devices
Format: Document (PDF)

Title: Conch in the classroom: integrating queen conch activities in the curriculum.
Creator: Shawl, Amber L., Harbor Branch Oceanographic Institute
Date Issued: 2006
PURL: http://purl.flvc.org/FCLA/DT/2144791
Subject Headings: Marine biology --Study and teaching --Florida, Queen conch, Marine sciences --Study and teaching --Florida
Format: Document (PDF)

Title: A NEW USE FOR GENERALIZATIONS IN THE TEACHING OF WORLD HISTORY.
Creator: STANTON, MARY E., Florida Atlantic University
Abstract/Description: In an effort to resolve the declining popularity of World History in the Community Junior College, "A New Use for Generalizations in the Teaching of World History" was designed. Students have rebelled at traditional World History courses because they have been forced to memorize masses of irrelevant data; they have not been shown meaningful transitions that would give students a sense of confidence in their inheritance from the past; and students have not received help from World History...
Show moreIn an effort to resolve the declining popularity of World History in the Community Junior College, "A New Use for Generalizations in the Teaching of World History" was designed. Students have rebelled at traditional World History courses because they have been forced to memorize masses of irrelevant data; they have not been shown meaningful transitions that would give students a sense of confidence in their inheritance from the past; and students have not received help from World History content to solve current problems. "Living Ages," a syllabus for a World History course using generalizations was included in the dissertation. The course had been taught by Mary Stanton while head of the Social Science Department and professor of history at Palm Beach Atlantic College in West Palm Beach. A slight revision of the chronological time-line models gave more time for the emerging Third World Nations. The author's current revision utilizing the principles of the doctoral dissertation will make the course ready to teach as a survey of World History on the college level.
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/11668
Subject Headings: History--Study and teaching, Social sciences--Study and teaching
Format: Document (PDF)

Title: A formative evaluation of the grassy waters preserve aquatic connections and watershed awareness (acwa) environmental education program.
Creator: Hopler, Sarah, Meltzer, Carol, Graduate College
Date Issued: 2011-04-08
PURL: http://purl.flvc.org/fcla/dt/3164541
Subject Headings: Environmental sciences --Study and teaching, Environmental education, Wetland conservation
Format: Document (PDF)

Title: A STUDY OF THE RELATIONSHIP OF ALLOCATED INSTRUCTIONAL TIME AND OTHER SELECT FACTORS TO ACHIEVEMENT IN SCIENCE AT THE FIFTH GRADE LEVEL.
Creator: Romance, Nancy, Florida Atlantic University
Abstract/Description: The study was designed to determine the impact of time, materials and activities upon student achievement in science at the fifth grade level. The variables used represent factors which can be manipulated by educators. The sample included 1,393 fifth grade students and seventy-one teachers in nineteen elementary schools of a large, Florida school district. Assessment instruments included STEP Science, CAT Reading and student and teacher questionnaires. Statistical treatment of the data...
Show moreThe study was designed to determine the impact of time, materials and activities upon student achievement in science at the fifth grade level. The variables used represent factors which can be manipulated by educators. The sample included 1,393 fifth grade students and seventy-one teachers in nineteen elementary schools of a large, Florida school district. Assessment instruments included STEP Science, CAT Reading and student and teacher questionnaires. Statistical treatment of the data included Pearson product-moment correlation coefficients and multiple regression analysis using Fortran programming. Analysis of data revealed that time allotted for science varied considerably (15-180 minutes per week). Data reported by both students and teachers on the three variables represented positive and significant relationships. Student and teacher estimates of time allotted for science were positively correlated (r = 0.41, r = 0.30) with achievement in science. Reading achievement was significantly (r = 0.91) related to achievement in science. Regression analyses using teacher and student data revealed (r^2 = 0.84, r^2 = 0.82) that when time, materials and activities were partialled out, reading was the major predictor of science achievement. F-ratios were not significant at the .05 confidence level. While the statistical significance of this study is slight, some recommendations can be made both from the findings and from the insights gained as part of the process. Recommendations of the study include: (1) There is a need to define clearly the amount of time which should be allotted for science instruction at the fifth grade level to minimize discrepancies. (2) There is a need to further analyze the reasons behind the inconsistencies in instructional time allotted for science. (3) There is a need to investigate whether instruction designed to integrate reading in the content area of science results in greater gains in achievement in science and in reading. (4) There is a need to develop a system to implement, evaluate, and monitor the district's science program to prevent such reported inconsistencies in time, materials and activities. (5) There is a need to provide all students with the necessary materials for learning in science. (6) There is a need to continue with standardized testing information being disseminated to the parents and/or community.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11799
Subject Headings: Science--Study and teaching (Elementary)--Florida
Format: Document (PDF)

Title: TEACHING SOCIAL STUDIES THROUGH THE MEDIA OF ART.
Creator: EVERTZ, BARBARA JANE BLOOM., Florida Atlantic University, Marina, William
Abstract/Description: This thesis was prepared as experimental curriculum for social studies utilizing an art approach. It contains specific concept based lesson plans in the areas of geography, American history and government. All of the concepts are achieved through the use of art skills rather than textbook interpretations. They require the student to use higher level taxonomic skills in the preparation of a final observable product such as maps, posters, flags and models. The concepts presented contain a...
Show moreThis thesis was prepared as experimental curriculum for social studies utilizing an art approach. It contains specific concept based lesson plans in the areas of geography, American history and government. All of the concepts are achieved through the use of art skills rather than textbook interpretations. They require the student to use higher level taxonomic skills in the preparation of a final observable product such as maps, posters, flags and models. The concepts presented contain a teacher's rationale, student's discovery question, list of necessary materials, suggested textbook sources, method of presentation by the teacher to the students and discussion questions to follow the presentation by the students of their product.
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Date Issued: 1971
PURL: http://purl.flvc.org/fcla/dt/13467
Subject Headings: Social sciences--Study and teaching., History in art.
Format: Document (PDF)

Title: Predictors of scientific understanding of middle school students.
Creator: Strate, Joshua Matthew., College of Education, Department of Teaching and Learning
Abstract/Description: The purpose of this study was to determine if middle school student scientific understanding could be predicted by the variables: standardized 5th grade score in science, standardized 5th grade score in mathematics, standardized 5th grade score in reading, student attitude towards science, socioeconomic status, gender, and ethnicity. The areas of the comprehensive literature review were trends in science learning and teaching, research in the K-12 science education arena, what factors have...
Show moreThe purpose of this study was to determine if middle school student scientific understanding could be predicted by the variables: standardized 5th grade score in science, standardized 5th grade score in mathematics, standardized 5th grade score in reading, student attitude towards science, socioeconomic status, gender, and ethnicity. The areas of the comprehensive literature review were trends in science learning and teaching, research in the K-12 science education arena, what factors have influenced K-12 science education, scientific understanding, what research has been done on K-12 scientific understanding, and what factors have influenced science understanding in the K-12 arenas. Based on the results of the literature review, the researcher of this study examined a sample of middle school 8th grade students. An Attitude Towards Science Survey (SATS) Simpson & Oliver (1990) and a Survey of Scientific Understandings (Klapper, DeLucia, & Trent, 1993) were administered to these 116 middle school 8th grade students drawn from a total population of 1109 who attend this middle school in a typical county in Florida during the 2010- 2011 school year. Multiple linear regression analysis was used to test each sub-hypothesis and to provide a model that attempted to predict student scientific understanding. Seven null sub-hypotheses were formed to determine if there were significant relationships between student scientific understanding and the abovementioned variables. The results of the tests of the seven null sub-hypotheses showed that the sub-hypothesis that involved socioeconomic status was rejected, which indicated that the socioeconomic status of a family does influence the level of scientific understanding of a student., Low SES students performed lower on the scientific understanding survey, on average, than high SES students. This study can be a source of information for teachers in low-income schools by recognizing potential areas of concern for low-income students in their science classrooms. The study is also a guide for administrators in developing science curriculum that is designed to remediate critical science content. Recommendations, further research, and implications for stakeholders in the science education process are then identified in order to focus on the concerns that these stakeholders need to address through a needs assessment.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3334102
Subject Headings: Science, Study and teaching (Middle school), Science teachers, Training of, Middle school teaching, Achievement in education
Format: Document (PDF)

Title: Educating our students to educate other students about ‘other’ students: teaching activities.
Creator: Brod, Harry, Mitchell, Karen, Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
Date Issued: 2009-01-30
PURL: http://purl.flvc.org/fau/FADT186474p
Subject Headings: Civics -- Study and teaching -- United States, Pluralism (Social sciences) -- Study and teaching -- United States, United States -- Ethnic relations -- Study and teaching
Format: Set of related objects

Title: Points of Intersection Finding Connections Between Design, Science and Math.
Creator: Kohlhagen, Christopher, Afanador Llach, Camila, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Visual Arts and Art History
Abstract/Description: Contemporary educational trends have created a false dichotomy between the arts and science. The will to make STEM subjects the focus of K-12 education, ignores both a shared history and the potential for greater learning in a shared future.The intention of Points of Intersection is to demonstrate that design, science and math intersect in their concepts, practices and history. In the past, these disciplines were explored and studied together and benefited from each other. By exploring what...
Show moreContemporary educational trends have created a false dichotomy between the arts and science. The will to make STEM subjects the focus of K-12 education, ignores both a shared history and the potential for greater learning in a shared future.The intention of Points of Intersection is to demonstrate that design, science and math intersect in their concepts, practices and history. In the past, these disciplines were explored and studied together and benefited from each other. By exploring what design and science have in common and the points where they intersect, we can see the relevance and importance of art and design in k-12 education and change STEM to STEAM. The exhibition will explore point, line, plane and the “Golden Ratio” demonstrating how these concepts can be understood from the perspectives of physics, math, art and design on a basic level. These basic principles can be used to introduce these fields of study and bring a better understanding of them to students in K-12. Future designers and scientists with this educational underpinning will have a better mutual understanding of one another’s field and the potential for shared research, process and results.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00005949
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Art and science., Science--Study and teaching., Design.
Format: Document (PDF)

Title: Fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices.
Creator: Harcarik, Michele., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World, Political Philosophy and American Government, and The Market Economy, in order to provide a comprehensive picture of fifth-grade teachers' knowledge,...
Show moreThis mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World, Political Philosophy and American Government, and The Market Economy, in order to provide a comprehensive picture of fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. Additionally, qualitative data were collected through individual and focus group interviews. These data were used to provide an in-depth look that expanded on fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. The findings of this study indicate that there is a relationship between teachers' beliefs and their self-reported classroom practices in the areas of resources, best practice, time, the Sunshine State Standards, and personal interest. While there were no significant relationships between teachers' knowledge of social studies as a whole and their self-reported classroom practices, there were several significant correlations found in the areas of American History and Political Philosophy and American Government. Further findings indicate that teaching experience and demographic variables, such as age, gender, and education level moderate some of these relationships. Implications and suggestions for further research are offered for elementary education, teacher education, and the field of social studies.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/369195
Subject Headings: Classroom management, Social sciences, Study and teaching (Elementary), Effective teaching, Educational accountability, Teacher effectiveness
Format: Document (PDF)

Title: College meeting: Introduction to the Department of Computer & Electrical Engineering and Computer Science (CEECS).
Creator: Furht, Borko
Date Issued: 2009-09-03
PURL: http://purl.flvc.org/fcla/dt/332871
Subject Headings: Florida Atlantic University, Engineering--Education., Computer science--Study and teaching., Computer science--Research.
Format: Document (PDF)

Title: An Analysis of High-Performing Science Students’ Preparation for Collegiate Sciences Courses.
Creator: Walter, Karen, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at...
Show moreThis mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at the collegiate level by taking these courses in high school (p<.001). There was a significant negative correlation between perception of preparation and student GPA with honors science courses (n=55 and Pearson’s r=-0.336), while AP courses (n=47 and Pearson’s r=0.0016) and IB courses (n=17 and Pearson’s r=-0.2716) demonstrated no correlation between perception of preparation and GPA. Students reported various themes that helped or hindered their perception of academic success once at the collegiate level. Those themes that reportedly helped students were preparedness, different types of learning, and teacher qualities. Students reported in a post-hoc experience that more lab time, rigorous coursework, better teachers, and better study techniques helped prepare them for academic success at the collegiate level. Students further reported on qualities of teachers and teaching that helped foster their academic abilities at the collegiate level, including teacher knowledge, caring, teaching style, and expectations. Some reasons for taking high-level science courses in high school include boosting GPA, college credit, challenge, and getting into better colleges.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004640, http://purl.flvc.org/fau/fd/FA00004640
Subject Headings: High school students., Science--Study and teaching--United States., Science.
Format: Document (PDF)

Title: Effect of graphic organizers on ninth-grade students' achievement in social studies.
Creator: Herbst, Paula Schweitzer., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description: This study investigated the effect of using graphic organizers on ninth grade students' achievement in social studies. Participants were 427 ninth grade students; 316 were regularly tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 35% to 85%. One hundred and eleven students were honors and gifted tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 86% to 90% for honors tracked students and 91% to 99% for gifted tracked students. The...
Show moreThis study investigated the effect of using graphic organizers on ninth grade students' achievement in social studies. Participants were 427 ninth grade students; 316 were regularly tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 35% to 85%. One hundred and eleven students were honors and gifted tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 86% to 90% for honors tracked students and 91% to 99% for gifted tracked students. The regular tracked students formed the sample for experiment one which used a 2 x 6 ANOVA to determine relationships between six graphic organizers and/or elaborations and their effect upon student achievement in social studies, grade nine. The honors and gifted tracked students formed the sample for experiment 2 which used a 2 x 2 x 2 ANOVA to determine relationships between two graphic organizers and/or elaborations and their effect upon student achievement in social studies, grade nine. For both experiments a mixed design was used, with strategy as a between-subjects factor and time as a within subjects factor. In addition, academic track (gifted or honors) was a between-subjets factor in experiment 2. Posttest 1 was an immediate recall test. Posttest 2 was a delayed recall test, which was given three weeks after posttest 1. The results indicated that the graphic organizers and/or elaborations SQ3R (experiment 1) and the Structured Conceptual Knowledge Development, with graphic organizers strategy and elaborations (experiment 1 and experiment 2) were the two most effective learning activities used by students (p $<$.0005). The best strategy for retention of information in the social studies ninth grade content area was the Structured Conceptual Knowledge Development, with graphic organizers strategy and elaborations. It was concluded that specific graphic organizers positively affected achievement of ninth grade social studies students. This study also found that the Conventional Method of Teaching: introducing vocabulary, reading chapter questions, reading the chapter and answering the questions in word or sentence form was the least effective way of improving the achievement of ninth grade social studies students.
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Date Issued: 1995, 1995
PURL: http://purl.flvc.org/fcla/dt/12419
Subject Headings: Social sciences--Graphic methods, Social sciences--Study and teaching (Secondary)
Format: Document (PDF)

Title: Teacher content knowledge in the context of science education reform.
Creator: Doby, Janice Kay., Florida Atlantic University, Romance, Nancy
Abstract/Description: The decline of science education in elementary schools has been well documented. While numerous efforts have been made for the purpose of reforming science education, most of those efforts have targeted science programs, assessment techniques, and setting national, state, and local standards, stressing teacher accountability for meeting those standards. However, inadequate science content knowledge of preservice teachers limits their ability to master effective teaching strategies, and also...
Show moreThe decline of science education in elementary schools has been well documented. While numerous efforts have been made for the purpose of reforming science education, most of those efforts have targeted science programs, assessment techniques, and setting national, state, and local standards, stressing teacher accountability for meeting those standards. However, inadequate science content knowledge of preservice teachers limits their ability to master effective teaching strategies, and also may foster negative attitudes toward science and science teaching. It is, therefore, highly unlikely that any significant reform in science education will be realized until this major underlying problem is addressed and resolved. The purpose of this study was to examine the effects of an experimental elementary science methods course, which employs the use of laser videodisc technology and instructional implications from cognitive science and instructional design, in terms of preservice teacher gains in Earth and physical science content knowledge and locus of control in science. The experimental elementary science methods course was compared to a more traditional approach to the same course which focused primarily on methods of teaching in the physical sciences and other science domains. The experimental and traditional groups were compared before and after treatment in terms of preservice teachers' content knowledge in Earth and physical science and locus ofcontrol in science. Results indicated that the experimental and traditional groups were comparable prior to treatment. The experimental group (89 preservice teachers) responded correctly to 45% of the items on the Elementary Science Concepts Test (ESCT) pretest and the traditional group (78 preservice teachers) responded correctly to 42% of the pretest items, the difference between groups being nonsignificant. Further, the experimental and traditional groups scored similarly on the pre-assessment of locus of control in science with scores on the Preservice Teacher Information and Science Opinion Questionnaire (ISOQ) of 162.12 and 163.65, respectively, the difference also being nonsignificant. The pre- and post-administrations of both the ESCT and ISOQ were all found to be statistically significant (F (4, 162) = 271.18343, p<0.05) in predicting group membership. Analyses of variance indicated significantly greater gains in Earth and physical science content knowledge (F (1,165) = 743.7746, p<0.025) and locus of control in science (F (1,165) = 45.7477, p<0.025) for the experimental group compared to the traditional group. A significant difference (F = (2,162) = 31.82279, p<0.05) was found between the combined effect of locus of control in science and Earth and physical science content knowledge in respect to treatment, indicating that the curriculum and instructional design of the experimental course significantly influenced preservice teachers' science content knowledge and locus of control in science. Suggestions for further research included: (a) determining whether the results of this present research may also apply to inservice teachers, (b) determining the effects of such preservice and inservice training on actual classroom practice, (c) relating increased science knowledge with improvement in science lesson planning and mastery of pedagogical skills, and (d) more detailed analysis of instructional implications from cognitive science and instructional design in regard to their application to the teaching of science (as well as other content areas).
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12507
Subject Headings: Science teachers--Attitudes, Science--Study and teaching, Educational change--United States
Format: Document (PDF)

Title: An investigation of the effect of gender, cognitive level, and attitude of seventh-grade science students on an identification of key variables task using an expert system.
Creator: Schmidt, Diane., Florida Atlantic University, Voss, Stephen
Abstract/Description: Problem. The study was designed to investigate the relationship of gender, cognitive level, and attitude with mastery of weather vocabulary and concepts, development of weather prediction skills and concepts, frequency of variables manipulated per trial using an expert system, and difference in attitude (pre and post treatment). These variables represent factors which may have importance in science instruction. Procedures. The sample included 83 7th grade students enrolled in general science...
Show moreProblem. The study was designed to investigate the relationship of gender, cognitive level, and attitude with mastery of weather vocabulary and concepts, development of weather prediction skills and concepts, frequency of variables manipulated per trial using an expert system, and difference in attitude (pre and post treatment). These variables represent factors which may have importance in science instruction. Procedures. The sample included 83 7th grade students enrolled in general science courses in a private school in an urban area. Assessment instruments included Test of Logical Thinking, Student Appraisal Inventory, Textbook Test, Prediction Test, and frequency of variables manipulated per trial while using the expert system, Weather Prediction. A record of grouping preferences while using the expert system and an opinion survey were employed. Findings and conclusions. (1) None of the independent variables (gender, cognitive level, or attitude) had a statistically significant correlation with the variables under study. (2) The analysis of variance produced no statistically significant relationship for mastery of weather vocabulary and concepts or mastery of weather prediction skills and concepts with the independent variables. Nor was there a significant relationship between difference in attitude and gender or cognitive level. (3) For this small sample, the interaction of gender, cognitive level and attitude did seem to have an effect on frequency of variables manipulated. High cognitive level females with low attitudes were the most methodical and low cognitive level males with high attitudes were the most random in their approach. This was a weak conclusion based on some unequal and small cell sizes. (4) An expert system computer program was found to be a useful tool in studying student manipulation of variables. Recommendations. (1) Recommendations for further study include: investigation into: (a) the effect of student practice on multivariate problems, (b) the effect of personality factors on student manipulation of variables, (c) the order and direction of change of frequency of variables manipulated by students, (d) the frequency of variables manipulated per trial by a larger number of subjects or different aged subjects. (2) Recommendations for curriculum planning, classroom management using computer programs, and for computer program development are also included.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/12275
Subject Headings: Science--Computer-assisted instruction, Science--Study and teaching--Data processing
Format: Document (PDF)

Title: IDENTIFICATION OF COMMON FACTORS LEADING TO SUCCESS IN THE WESTINGHOUSE COMPETITION IN THE POST NATIONAL SCIENCE FOUNDATION FUNDING ERA AND IMPLICATIONS FOR ADMINISTRATIVE DECISION-MAKERS.
Creator: TALBERT, MELVIN, Florida Atlantic University
Abstract/Description: It was the purpose of this study to describe the common factors at select high-performing high schools leading to student success in the Westinghouse Science Talent Search Competition. A review of the literature indicated that some high schools have a high success rate in producing Westinghouse winners. The identified factors were translated into administrative practices which may foster success in the Westinghouse Science Talent Search Competition. The instrument used to determine...
Show moreIt was the purpose of this study to describe the common factors at select high-performing high schools leading to student success in the Westinghouse Science Talent Search Competition. A review of the literature indicated that some high schools have a high success rate in producing Westinghouse winners. The identified factors were translated into administrative practices which may foster success in the Westinghouse Science Talent Search Competition. The instrument used to determine commonalities was a twenty-two item questionnaire that probed the nature and function of the school's science research program. In addition, six schools were identified for an in-depth case study. Among the findings of the study are the following factors present in each of the successful programs: (1) a highly motivated and talented teacher who promoted enthusiasm; (2) teachers with advanced degrees in science; (3) teachers who kept themselves abreast of recent advances by reading journals and periodicals; (4) teachers who were free from homeroom or bus assignments in exchange for running the program; (5) successful programs without exorbitant facilities or equipment; (6) interested and talented students; and (7) a variety of competitions in which students participated. The major conclusion reached is that the most important ingredient in administering a successful science research program is having an interested and talented teacher who is able to promote enthusiasm for and originality in science. The major recommendations for School Boards and Superintendents who wish to provide a successful science research program are as follows: (1) Identify gifted and talented science students who are afforded equal opportunity to science research programs; (2) Organize science research programs that are based at the district level; (3) Seek state funding that is targeted to those districts without the resources to provide library and laboratory experiences; (4) Encourage school administrators who observe the following guidelines: (1) Establish a policy which supports science research programs at the high school level; (2) Recognize the fact that not any teacher can fulfill this position. Therefore, identify and recruit teachers with the necessary enthusiasm and commitment to coordinate this type of program; (3) Delegate the responsibility for the program to the person selected; (4) Provide released time for the coordinator of the program; (5) Seek community support; (6) Evaluate the program and the coordinator periodically.
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Date Issued: 1986
PURL: http://purl.flvc.org/fcla/dt/11887
Subject Headings: Science--Study and teaching (Secondary), Science--Scholarships, fellowships, etc
Format: Document (PDF)

Title: An examination of how middle school science teachers conduct collaborative inquiry and reflection about students’ conceptual understanding.
Creator: Todd-Gibson, Christine, Weber, Roberta K., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face...
Show moreThis qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face-to-face meetings and reflections, individual interviews, a focus group interview, and online reflections. The results of this study revealed that collaborative inquiry is a form of professional development that includes answering curricular questions through observation, communication, action, and reflection. This approach was developed and implemented by middle school science teachers. The premise of an inquiry is based on a need with students. Middle school science teachers came to consensus about actions to affect students’ conceptual understanding, took action as stated, and shared their reflections of the actions taken with consideration to current and upcoming school activities. Activities involved teachers brainstorming and sharing with one another, talking about how the variables were merged into their curriculum, and how they impacted students’ conceptual understanding. Teachers valued talking with one another about science content and pedagogy, but did find the inquiry portion of the approach to require more development. The greatest challenge to conducting collaborative inquiry and reflection was embedding teacher inquiry within a prescribed inquiry that was already being conducted by the Sundown School District. Collaborative inquiry should be structured so that it meets the needs of teachers in order to attend to the needs of students. A conducive atmosphere for collaborative inquiry and reflection is one in which administrators make the process mandatory and facilitate the process by removing an existing inquiry.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004066
Subject Headings: Achievement in education, Concept learning -- Study and teaching (Middle school), Inquiry (Theory of knowledge), Middle school teaching, Science -- Study and teaching (Middle school), Team learning approach in education
Format: Document (PDF)

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