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

Between Two Worlds : = Principals' Epistemic Beliefs and Evaluative Practices of Science Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Between Two Worlds :/
其他題名:	Principals' Epistemic Beliefs and Evaluative Practices of Science Education.
作者:	Hansen, William Eastman.
面頁冊數:	1 online resource (161 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28651532click for full text (PQDT)
ISBN:	9798544296522

Between Two Worlds : = Principals' Epistemic Beliefs and Evaluative Practices of Science Education.
Hansen, William Eastman.

Between Two Worlds :Principals' Epistemic Beliefs and Evaluative Practices of Science Education. - 1 online resource (161 pages)

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ph.D.)--The University of Iowa, 2021.

Includes bibliographical references

This study explored principals' epistemic beliefs towards learning theory and student agency as essential criteria for the Next Generation Science Standards (NGSS). Following the understanding of these beliefs the principals went through an iterative process to develop a walkthrough matrix to evaluate the criteria deemed essential for immersive learning environments in science education. Central to this study is exploring how we can align principal participants views of learning and student agency in terms of epistemology and evaluation with what is currently expected of science teachers. Results suggest given space and time, an immersive environment, peer agency, challenging ideas, and collaborative development of a walkthrough matrix, the principals were able to start shifting their ideas towards alignment with what is considered to be best practice in science education. In addition, the findings of this study indicate that the principal participants shifted from a focus on student behaviors/teacher actions to student interactions and overall begin to see themselves as peers in the learning process. This study suggests that principals need to experience the same immersive environments that science students and teachers participate to take them to a place between two worlds where their role of learner and evaluator merge together.

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

Mode of access: World Wide Web

ISBN: 9798544296522Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Epistemic OrientationIndex Terms--Genre/Form:

542853
Electronic books.

Between Two Worlds : = Principals' Epistemic Beliefs and Evaluative Practices of Science Education.
LDR:02778nmm a2200409K 4500 001 2361228
005 20231023072118.5
006 m o d
007 cr mn ---uuuuu
008 241011s2021 xx obm 000 0 eng d
020 $a 9798544296522
035 $a (MiAaPQ)AAI28651532
035 $a AAI28651532
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hansen, William Eastman. $3 3701884
245 1 0 $a Between Two Worlds : $b Principals' Epistemic Beliefs and Evaluative Practices of Science Education.
264 0 $c 2021
300 $a 1 online resource (161 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: 83-04, Section: A.
500 $a Advisor: Hand, Brian;McDermott, Mark.
502 $a Thesis (Ph.D.)--The University of Iowa, 2021.
504 $a Includes bibliographical references
520 $a This study explored principals' epistemic beliefs towards learning theory and student agency as essential criteria for the Next Generation Science Standards (NGSS). Following the understanding of these beliefs the principals went through an iterative process to develop a walkthrough matrix to evaluate the criteria deemed essential for immersive learning environments in science education. Central to this study is exploring how we can align principal participants views of learning and student agency in terms of epistemology and evaluation with what is currently expected of science teachers. Results suggest given space and time, an immersive environment, peer agency, challenging ideas, and collaborative development of a walkthrough matrix, the principals were able to start shifting their ideas towards alignment with what is considered to be best practice in science education. In addition, the findings of this study indicate that the principal participants shifted from a focus on student behaviors/teacher actions to student interactions and overall begin to see themselves as peers in the learning process. This study suggests that principals need to experience the same immersive environments that science students and teachers participate to take them to a place between two worlds where their role of learner and evaluator merge together.
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 Epistemology. $3 896969
650 4 $a Metaphysics. $3 517082
650 4 $a Educational philosophy. $3 3173367
653 $a Epistemic Orientation
653 $a Immersive Environments
653 $a Learning
653 $a Principals
653 $a Student Agency
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0714
690 $a 0393
690 $a 0396
690 $a 0998
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The University of Iowa. $b Teaching & Learning. $3 1673400
773 0 $t Dissertations Abstracts International $g 83-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28651532 $z click for full text (PQDT)