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Ethical sensitivity intervention in ...

North Carolina State University.

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Ethical sensitivity intervention in science teacher education: Using computer simulations and professional codes of ethics.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Ethical sensitivity intervention in science teacher education: Using computer simulations and professional codes of ethics./
作者:	Holmes, Shawn Yvette.
面頁冊數:	136 p.
附註:	Adviser: Leonard A. Annetta.
Contained By:	Dissertation Abstracts International70-05A.
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3357719
ISBN:	9781109159462

Ethical sensitivity intervention in science teacher education: Using computer simulations and professional codes of ethics.
Holmes, Shawn Yvette.

Ethical sensitivity intervention in science teacher education: Using computer simulations and professional codes of ethics. - 136 p.

Adviser: Leonard A. Annetta.

Thesis (Ph.D.)--North Carolina State University, 2009.

A simulation was created to emulate two Racial Ethical Sensitivity Test (REST) videos (Brabeck et al., 2000). The REST is a reliable assessment for ethical sensitivity to racial and gender intolerant behaviors in educational settings. Quantitative and qualitative analysis of the REST was performed using the Quick-REST survey and an interview protocol. The purpose of this study was to affect science educator ability to recognize instances of racial and gender intolerant behaviors by levering immersive qualities of simulations. The fictitious Hazelton High School virtual environment was created by the researcher and compared with the traditional REST. The study investigated whether computer simulations can influence the ethical sensitivity of preservice and inservice science teachers to racial and gender intolerant behaviors in school settings.

ISBN: 9781109159462Subjects--Topical Terms:

1017897
Education, Sciences.

Ethical sensitivity intervention in science teacher education: Using computer simulations and professional codes of ethics.
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245 1 0 $a Ethical sensitivity intervention in science teacher education: Using computer simulations and professional codes of ethics.
300 $a 136 p.
500 $a Adviser: Leonard A. Annetta.
500 $a Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1625.
502 $a Thesis (Ph.D.)--North Carolina State University, 2009.
520 $a A simulation was created to emulate two Racial Ethical Sensitivity Test (REST) videos (Brabeck et al., 2000). The REST is a reliable assessment for ethical sensitivity to racial and gender intolerant behaviors in educational settings. Quantitative and qualitative analysis of the REST was performed using the Quick-REST survey and an interview protocol. The purpose of this study was to affect science educator ability to recognize instances of racial and gender intolerant behaviors by levering immersive qualities of simulations. The fictitious Hazelton High School virtual environment was created by the researcher and compared with the traditional REST. The study investigated whether computer simulations can influence the ethical sensitivity of preservice and inservice science teachers to racial and gender intolerant behaviors in school settings.
520 $a The post-test only research design involved 32 third-year science education students enrolled in science education classes at several southeastern universities and 31 science teachers from the same locale, some of which were part of an NSF project. Participant samples were assigned to the video control group or the simulation experimental group. This resulted in four comparison group; preservice video, preservice simulation, inservice video and inservice simulation. Participants experienced two REST scenarios in the appropriate format then responded to Quick-REST survey questions for both scenarios. Additionally, the simulation groups answered in-simulation and post-simulation questions. Nonparametric analysis of the Quick-REST ascertained differences between comparison groups. Cronbach's alpha was calculated for internal consistency. The REST interview protocol was used to analyze recognition of intolerant behaviors in the in-simulation prompts. Post-simulation prompts were analyzed for emergent themes concerning effect of the simulation on responses.
520 $a The preservice video group had a significantly higher mean rank score than other comparison groups. There were no significant differences across the remaining groups. Qualitative analyses of in-simulation prompts suggest both preservice and inservice participants are unlikely to take action in an intolerant environment. Themes emerged in the post-simulation responses indicated participants viewed the simulation as a reflective, interactive, personal, and organic environment.
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791 $a Ph.D.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3357719