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

A Mixed Methods Study of the Relatio...

McDaniel, Christina Lyn.

FindBook

Google Book

Amazon

博客來

A Mixed Methods Study of the Relationships Among Academic Achievement, Teaching Strategies and Science and Engineering Fair Participation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Mixed Methods Study of the Relationships Among Academic Achievement, Teaching Strategies and Science and Engineering Fair Participation./
作者:	McDaniel, Christina Lyn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	150 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10263816
ISBN:	9781369705430

A Mixed Methods Study of the Relationships Among Academic Achievement, Teaching Strategies and Science and Engineering Fair Participation.
McDaniel, Christina Lyn.

A Mixed Methods Study of the Relationships Among Academic Achievement, Teaching Strategies and Science and Engineering Fair Participation. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 150 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--Mississippi State University, 2017.

This item is not available from ProQuest Dissertations & Theses.

It has long been accepted by science education research that science inquiry in the classroom is essential to the development of a deep understanding of the nature of science and the world around us. In an effort to understand the relationship between science inquiry, science process skills, the nature of science and science and engineering fairs, this mixed methods study qualitatively explores teaching strategies of exemplary science and engineering teachers (N=6) who mentored several International Science and Engineering Fair finalists within a 10 year period (2004-2014). The quantitative portion of this research explored the relationship between science fair participation and academic achievement. Using the theoretical framework of modern expectancy-value theory, 5 themes emerged. All believed: 1) there is intrinsic value in science inquiry and science fair; 2) all included strategic engagement opportunities for students; 3) intrinsic value and motivation potentially lead to increased academic aptitude; 4) the benefits of science inquiry and science fair outweigh costs; and 5) there is a link between intrinsic value in science and engineering fair and utility value. Of the schools (N=31) identified for the quantitative study, demographic analysis (gender, ethnicity, socio-economic statics, and size of school) narrowed to 8 treatment schools with one control school indicated no statistical relationship between academic performance on a standardized state science examination and science fair participation. An ad hoc study indicated the standardized testing instrument was not an adequate measurement of the level of inquiry included in a science and engineering fair project. In conclusion, a list comprised of exemplary science and engineering fair suggestions was formulated to include descriptions of similar teaching strategies or issues among the exemplary science and engineering fair teachers with intentions of increasing science inquiry or the nature of science in the classroom through the science and engineering fair framework.

ISBN: 9781369705430Subjects--Topical Terms:

521340
Science education.

A Mixed Methods Study of the Relationships Among Academic Achievement, Teaching Strategies and Science and Engineering Fair Participation.
LDR:03160nmm a2200301 4500 001 2166096
005 20181203094030.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9781369705430
035 $a (MiAaPQ)AAI10263816
035 $a (MiAaPQ)msstate:12875
035 $a AAI10263816
040 $a MiAaPQ $c MiAaPQ
100 1 $a McDaniel, Christina Lyn. $3 3354201
245 1 2 $a A Mixed Methods Study of the Relationships Among Academic Achievement, Teaching Strategies and Science and Engineering Fair Participation.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 150 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Advisers: Devon G. Brenner; Ryan M. Walker.
502 $a Thesis (Ph.D.)--Mississippi State University, 2017.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a It has long been accepted by science education research that science inquiry in the classroom is essential to the development of a deep understanding of the nature of science and the world around us. In an effort to understand the relationship between science inquiry, science process skills, the nature of science and science and engineering fairs, this mixed methods study qualitatively explores teaching strategies of exemplary science and engineering teachers (N=6) who mentored several International Science and Engineering Fair finalists within a 10 year period (2004-2014). The quantitative portion of this research explored the relationship between science fair participation and academic achievement. Using the theoretical framework of modern expectancy-value theory, 5 themes emerged. All believed: 1) there is intrinsic value in science inquiry and science fair; 2) all included strategic engagement opportunities for students; 3) intrinsic value and motivation potentially lead to increased academic aptitude; 4) the benefits of science inquiry and science fair outweigh costs; and 5) there is a link between intrinsic value in science and engineering fair and utility value. Of the schools (N=31) identified for the quantitative study, demographic analysis (gender, ethnicity, socio-economic statics, and size of school) narrowed to 8 treatment schools with one control school indicated no statistical relationship between academic performance on a standardized state science examination and science fair participation. An ad hoc study indicated the standardized testing instrument was not an adequate measurement of the level of inquiry included in a science and engineering fair project. In conclusion, a list comprised of exemplary science and engineering fair suggestions was formulated to include descriptions of similar teaching strategies or issues among the exemplary science and engineering fair teachers with intentions of increasing science inquiry or the nature of science in the classroom through the science and engineering fair framework.
590 $a School code: 0132.
650 4 $a Science education. $3 521340
690 $a 0714
710 2 $a Mississippi State University. $b Curriculum and Instruction. $3 3277139
773 0 $t Dissertation Abstracts International $g 78-09A(E).
790 $a 0132
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10263816