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

FindBook

Google Book

Amazon

博客來

The Pedagogy of Scientific Literacy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Pedagogy of Scientific Literacy./
作者:	Kilts, Kelly.
面頁冊數:	1 online resource (85 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29062105click for full text (PQDT)
ISBN:	9798426830400

The Pedagogy of Scientific Literacy.
Kilts, Kelly.

The Pedagogy of Scientific Literacy. - 1 online resource (85 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Northeastern University, 2022.

Includes bibliographical references

Competency levels around scientific literacy for high school students in the United States are insufficient for students' future ability to be competent consumers and voters. The purpose of this action research study was to explore how students were being exposed to scientific literacy concepts in high school science courses in the United States. Participants and data collected in Cycle 1 consisted of eleven interviews with high school science teachers exploring their views of scientific literacy and how they teach the nature of science in their classrooms. Action steps including a website with resources for teaching for scientific literacy were designed, implemented, and evaluated in Cycle 2 to make integrating nature of science understandings easier for high school science teachers. Findings included: 1) science teachers believe that scientific literacy is important, however they do not know exactly what scientific literacy is or how to teach for it and 2) high school science teachers seem willing to incorporate teaching for scientific literacy into their practice if they can do so easily. Implications included a continued need for resources which are readily accessible and easy to use and understand for high school science teachers to use in order to improve how scientific literacy and the nature of science are taught in high school science classrooms in the United States.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798426830400Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Action researchIndex Terms--Genre/Form:

542853
Electronic books.

The Pedagogy of Scientific Literacy.
LDR:02749nmm a2200409K 4500 001 2356208
005 20230612072237.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798426830400
035 $a (MiAaPQ)AAI29062105
035 $a AAI29062105
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Kilts, Kelly. $3 3696688
245 1 4 $a The Pedagogy of Scientific Literacy.
264 0 $c 2022
300 $a 1 online resource (85 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Alpert, Shannon.
502 $a Thesis (Ed.D.)--Northeastern University, 2022.
504 $a Includes bibliographical references
520 $a Competency levels around scientific literacy for high school students in the United States are insufficient for students' future ability to be competent consumers and voters. The purpose of this action research study was to explore how students were being exposed to scientific literacy concepts in high school science courses in the United States. Participants and data collected in Cycle 1 consisted of eleven interviews with high school science teachers exploring their views of scientific literacy and how they teach the nature of science in their classrooms. Action steps including a website with resources for teaching for scientific literacy were designed, implemented, and evaluated in Cycle 2 to make integrating nature of science understandings easier for high school science teachers. Findings included: 1) science teachers believe that scientific literacy is important, however they do not know exactly what scientific literacy is or how to teach for it and 2) high school science teachers seem willing to incorporate teaching for scientific literacy into their practice if they can do so easily. Implications included a continued need for resources which are readily accessible and easy to use and understand for high school science teachers to use in order to improve how scientific literacy and the nature of science are taught in high school science classrooms in the United States.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Science education. $3 521340
650 4 $a Secondary education. $3 2122779
650 4 $a Pedagogy. $3 2122828
653 $a Action research
653 $a High school science
653 $a Nature of science
653 $a NGSS
653 $a Secondary science
653 $a Website
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0714
690 $a 0533
690 $a 0456
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Northeastern University. $b School of Education. $3 2097885
773 0 $t Dissertations Abstracts International $g 83-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29062105 $z click for full text (PQDT)