東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Transitioning Science Teachers to an...

Blechacz, Sarah.

FindBook

Google Book

Amazon

博客來

Transitioning Science Teachers to an Inquiry-Based Approach to Develop Critical Reasoning Skills in High School Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Transitioning Science Teachers to an Inquiry-Based Approach to Develop Critical Reasoning Skills in High School Students./
作者:	Blechacz, Sarah.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	122 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10807715
ISBN:	9780355909623

Transitioning Science Teachers to an Inquiry-Based Approach to Develop Critical Reasoning Skills in High School Students.
Blechacz, Sarah.

Transitioning Science Teachers to an Inquiry-Based Approach to Develop Critical Reasoning Skills in High School Students. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 122 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Arizona State University, 2018.

To develop critical reasoning skills potentially advances students' ability to critically consume information, make informed decisions, and actively participate in a democracy. An inquiry-based pedagogical approach to science teaching remains an effective means to develop critical reasoning skills. Participating in scientific inquiry requires students to generate arguments and test alternative hypotheses using experimental evidence. Scientific inquiry demands that students use their critical reasoning skills. Unfortunately, many teachers fail to allocate an adequate amount of time for genuine experimentation in science classes. As a result, science classes often leave students unprepared to think critically and apply their knowledge in a practical manner.

ISBN: 9780355909623Subjects--Topical Terms:

521340
Science education.

Transitioning Science Teachers to an Inquiry-Based Approach to Develop Critical Reasoning Skills in High School Students.
LDR:02689nmm a2200313 4500 001 2162011
005 20181002081328.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355909623
035 $a (MiAaPQ)AAI10807715
035 $a (MiAaPQ)asu:17770
035 $a AAI10807715
040 $a MiAaPQ $c MiAaPQ
100 1 $a Blechacz, Sarah. $3 3349981
245 1 0 $a Transitioning Science Teachers to an Inquiry-Based Approach to Develop Critical Reasoning Skills in High School Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 122 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Carl Hermanns.
502 $a Thesis (Ed.D.)--Arizona State University, 2018.
520 $a To develop critical reasoning skills potentially advances students' ability to critically consume information, make informed decisions, and actively participate in a democracy. An inquiry-based pedagogical approach to science teaching remains an effective means to develop critical reasoning skills. Participating in scientific inquiry requires students to generate arguments and test alternative hypotheses using experimental evidence. Scientific inquiry demands that students use their critical reasoning skills. Unfortunately, many teachers fail to allocate an adequate amount of time for genuine experimentation in science classes. As a result, science classes often leave students unprepared to think critically and apply their knowledge in a practical manner.
520 $a The focus of this study was to investigate the extent to which an inquiry-based professional development experience, including a two-day summer workshop and 18 weeks of follow up Professional Learning Community (PLC) support, affected the attitudes and pedagogical skills regarding scientific inquiry among six high school biology teachers. A concurrent mixed methods, action research design was used to measure changes in teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy was measured throughout the 22 weeks of the study. A survey instrument, card sorting activity, classroom observations using the Reformed Teacher Observation Protocol (RTOP), individual interviews, and PLC observations were used to gather data. Results indicated the professional development was effective in transforming the participating teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy.
590 $a School code: 0010.
650 4 $a Science education. $3 521340
650 4 $a Adult education. $3 543202
690 $a 0714
690 $a 0516
710 2 $a Arizona State University. $b Leadership and Innovation. $3 1680650
773 0 $t Dissertation Abstracts International $g 79-09A(E).
790 $a 0010
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10807715