Department: Educational Studies: Hums, Science, Tech and Voc ![[clear]](close-x.png "Remove this limiter")
28 matches in the database.
These are records: 1 - 28.
1.
Agbemabiese, Padmore G. E.
Emerging themes in educational reforms in Ghana as seen through education reforms in the United States.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2007, Ohio State University
► This study examined Ghana’s education reform initiatives between 1975 and 1996 in…
(more)
▼ This study examined Ghana’s education reform initiatives between 1975 and 1996 in the light of contemporary linguistic and diversity issues in the country. The goal was to identify emerging themes and determine the extent to which Ghana’s education reform can be improved by drawing upon the rich resources of education reforms in the U. S. The study sought to create a broader framework for understanding Ghana’s education system by situating it in the contexts of debates and practices in English education in the United States. Drawing upon Kirk and Miller (1986) and Bissex (1990), the study utilized a qualitative and interpretive case study format to present a critical analysis of issues emerging from Ghana’s educational reform documents. Thus, this study drew attention to the educational aims in the U. S. by providing an analysis of educational models in the U. S. education system that might help Ghana to meet the challenge of teaching literacy in its culturally and linguistically diverse classroom. The research question addressed in this study was, “What are the emerging issues that characterized reform initiatives in Ghana’s educational programs between 1975 and 1996?” Data analyzed by the researcher revealed that the Ghanaian educational reforms articulated democratic and transformative goals in order to address the socio-economic realities of Ghana; however, the adoption of undemocratic procedures tended to result in dismal outcomes of the educational reform efforts. The lack of programmatic effort and assessments by policy makers tended to create gaps that resulted from the pervasive lack of coordination between education policy and education practice. The solution that this researcher suggests is the reconciliation of the problem by expanding the notion of democracy to involve the active role of all actors in the education reform process, with deliberate inclusion of classroom teachers and teacher preparation program administrators. Finally, an emergent theoretical model identified desired educational goals and inter-connected variables in the Ghanaian society.
Advisors/Committee Members: Hancock, Charles R.
Keywords: Ghana; Education; Education Reform
More Like This
2.
Alabdelwahab, Sharif Q.
PORTFOLIO ASSESSMENT: A QUALITATIVE INVESTIGATION OF PORTFOLIO SELF-ASSESSMENT PRACTICES IN AN INTERMEDIATE EFL CLASSROOM, SAUDI ARABIA.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2002, Ohio State University
► This exploratory qualitative case study examines the introduction of the self-assessment portfolio…
(more)
▼ This exploratory qualitative case study examines the introduction of the self-assessment portfolio as a method of assessment in English as a Foreign Language (EFL) classes at Manarat Al-Sharqiah Intermediate School in the Eastern Province of Saudi Arabia. The purpose of the study was to examine EFL students, EFL teachers, and school administrators reactions to the use of a non-indigenous (Westernized) assessment methodology (i.e., the self-assessment portfolio). The investigation employed qualitative research techniques. Data included the following: (1) EFL students self-assessment portfolios; (2) interviews with EFL students; (3) interviews with EFL teachers; (4) interviews with Saudi school administrators; and (5) the researchers observations and field notes. Eighty-one students were involved in the study. Forty-three students submitted self-assessment portfolios. Data analysis revealed that most students enjoyed using the self-assessment portfolio. Most students found the process of reflecting on ones own learning to be helpful. Moreover, a number of students who did not submit portfolios indicated in interviews that they thought this self-assessment approach would be helpful in identifying strengths and weakness in their learning. Interviews of two EFL teachers and three school administrators revealed that these individuals endorse the self-assessment portfolio as a type of assessment worthy of future consideration. Both portfolio and interview data suggested that the self-assessment method encourages students to adopt patterns of critical thinking and motivates students to learn. The study includes a brief analysis of Manarat Al-Sharqiah Intermediate Schools existing EFL curriculum and offers a framework for future implementation of the self-assessment portfolio within Saudi Arabias Eastern Province. Chapter 5 includes a discussion of the introduction of Westernized educational approaches from the perspective of the researcher, who is a Saudi native. It is suggested that any introduction of non-indigenous educational methods would first require that such methods be modified and adapted to conform to the values of Islam.
Advisors/Committee Members: Hancock, Charles.
Subjects: Education, Tests and Measurements
Keywords: EFL/ESL; Testing/Assessment; Portfolios/self-assessment
More Like This
3.
Amui, Harriet Naki.
The efect of two instructional approaches on the object control skills of children considered disadvantaged.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2006, Ohio State University
► This study examined the influence of a nine-week direct instruction and mastery…
(more)
▼ This study examined the influence of a nine-week direct instruction and mastery motivational climate program on the object control (OC) skills of children considered disadvantaged. Seventy-seven participants were randomly selected from Head Start classes. A Pretest-Posttest Randomized Groups design was used (Thomas and Nelson, 1996). Participants were randomly assigned to one of three groups: Intervention Group 1 (n = 27) received direct instruction; Intervention Group 2 (n = 24) received mastery motivational climate, and; the Comparison Group (n = 26) received no intervention. Both Intervention Groups 1 and 2 participated in a nine-week OC skill intervention with a total 18, 30-minute sessions. Participants were tested before and after the intervention using the Test of Gross Motor Development-2 (Ulrich, 2000). At the pretest, Intervention Group 1 (35th percentile), Intervention Group 2 (36th percentile), and the Comparison Group (32nd percentile) demonstrated average OC skills and no significant Group differences in OC skills (F,[2,71]=46, p=.63). However, there was a significant Gender effect for pretest OC skills (F,[1, 71] =13.18, p<.001) with boys scoring higher then girls. A 3 Group X 2 Time X 2 Gender ANOVA with repeated measures revealed a significant Group X Time interaction (F[2,71]=69.92, p<.0001, η2=.66). Post-hoc Tukey HSD tests revealed that Intervention Group 1 (p<.0001) and Intervention Group 2 (p<.0001) were significantly better than the Comparison Group from pre to post-intervention but not different from each other (p=.99). There was a significant Time effect (F[1,71]=323.45, p<.0001, η2=.820). Overall, groups improved from pre-to post-intervention. Follow up paired sample t-tests revealed that both Intervention Group 1 (t[26]=-13.76, p<.001 [2-tailed]) and Intervention Group 2 (t[23]=-13.41, p<.001 [2-tailed]) significantly improved from pre to-post intervention. In contrast, the Comparison Group did not improve from pre-to post-intervention (t[25]=-1.40, p=.173 [2-tailed]). The results indicated that there was not a significant Time X Gender interaction effect (F[1,71]=1.701, p=.196, η2=.023). These results suggest that gender differences were present in pre to post-intervention OC scores. These findings suggest that both direct instruction and mastery motivational climate can significantly improve the OC skills performance of young children. The findings from this study have practical relevance to early childhood teachers and physical educators.
Advisors/Committee Members: Goodway-Shiebler, Jacqueline D.
Subjects: Education, Early Childhood
Keywords: Motor Development; Fundamental motor skills; Object control skills; Children considered disadvantaged; Direct instruction; Mastery motivational climate
More Like This
4.
Barnard, Joni K.
The Effects of a near versus far transfer of training approach on trainees’ confidence to coach related and unrelated tasks.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2005, Ohio State University
► The purpose of this study is to determine the effects of a…
(more)
▼ The purpose of this study is to determine the effects of a near versus far transfer of training approach on trainee's confidence to coach related and unrelated tasks. Based on the conditions identified in the literature for near and far transfer to occur, the study will examine whether trainee's who are trained using a far transfer of training approach have equal confidence to coach related and unrelated tasks. In addition, it will investigate if trainee’s who are trained using a near transfer of training approach have greater confidence to coach related tasks and lower confidence to coach unrelated tasks. Further, the study will look at trainee's general self-efficacy prior to training and their learning as a result of the training. Two instruments were developed to measure the variables. A transfer coaching questionnaire measured trainee’s level of confidence and a behavior rating scale measured trainee's learning. Data was collected over a period of two days during four training sessions at two collection points either immediately before or immediately after the training sessions. The results showed that supervisors who were trained using a far training transfer approach had equal confidence to coach both related and unrelated tasks. The results also showed that supervisors who were trained using a near training transfer approach had greater confidence to coach related tasks and lower confidence to coach unrelated tasks. Further, the results showed that supervisors who were trained using a far training transfer approach and those who were trained using a near training transfer approach acquired similar levels of knowledge as a result of participating in the training and had similar levels of general self-efficacy prior to the training. This study provides several implications for future research important to the theory and practice of HRD.
Advisors/Committee Members: Jacobs, Ronald L.
Subjects: Education, Business
Keywords: human resource development; training transfer
More Like This
5.
Capraro, Fernanda P.
A Journal Study of the Spoken English Learning Experience of Prospective International Teaching Assistants.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2002, Ohio State University
► The purpose of this journal study was to describe and explore the…
(more)
▼ The purpose of this journal study was to describe and explore the Spoken English (SE) learning experience of prospective international teaching assistants (ITAs) in an intermediate SE course in order to improve the teaching and learning in SE courses. Five Asian student volunteers were selected to participate in the study. The participants wrote eight weekly journal entries on specified topics of their SE learning experience. Using the journal entries as a frame of reference, I conducted three interviews with each participant. In addition, I wrote classroom fieldnotes, conducted member checks, and included other notes from video presentations, speaking practices, and Exit Interviews. Five main themes emerged. First, the participants' prior EFL learning and obstacles in their interactions with native speakers did not allow them to practice their spoken language. Second, pronunciation, vocabulary, and fluency were main concerns in their SE learning. Third, instrumental motivation played an important role in their learning. Fourth, the participants experienced positive changes in their attitude and thinking towards learning SE, through their ITA course. Fifth, reflection made a difference in their SE learning. These findings yielded five conclusions. First, reflection activities should be an important part of ITA SE courses. Second, ITA learners need to be encouraged to make positive changes in their thinking and attitude about learning SE, because these changes seem to have a beneficial effect on their language learning. Third, because motivation plays a significant role in the ITAs' passing the university SE requirement, it is important that the learners think about what they are doing to accomplish this goal. Fourth, ITAs need to be more responsible toward, reflective on, and aware of their SE learning than they currently are in SE courses. Finally, increased awareness of factors in the EFL and ESL setting that affect the ITAs' learning of SE will help instructors and tutors, as well as ITAs and their advisors or other professors, in understanding the SE learning process of ITAs.
Advisors/Committee Members: Samimy, Keiko.
Keywords: journal study; international teaching assistants; Spoken English
More Like This
6.
Davidson, Mario Antonio.
Understanding the burdens of race at a predominantly white university: the experiences of underrepresented students in an introductory statistics course.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2007, Ohio State University
► The researcher sought to understand the experiences of underrepresented students in introductory…
(more)
▼ The researcher sought to understand the experiences of underrepresented students in introductory statistics courses. This research considered the burdens of race and culture from the effects of history, societal perceptions, and inadequate preparation on underrepresented (African American and Latino) students inside the classroom. Finally, the research considered the important influences and predictors of underrepresented students achieving statistics performance. Using a conceptual framework consisting of Critical Theory, Critical Race Theory, Ogbu’s Cultural-ecological theory, and social constructivism, this research used a mixed methodology consisting of a grounded theory approach and exploratory multiple linear regression models. The researcher conducted a comparative qualitative study of five underrepresented and seven represented students in two introductory statistics courses at a predominantly White university. The researcher also conducted a survey of 52 underrepresented and 389 represented students in the courses. Furthermore using an autoethnographic representation, the researcher used his lived experiences considering himself as a participant to provide further insight and richness of the data. Findings from this research for underrepresented students were (a) The burdens of race from negative societal stereotypes and poor mathematical foundations accentuated by poor graph comprehension and lack of interest in mathematics/statistics that challenge statistics conceptualization, (b) the importance of positive support networks, (c) lack of participation in their statistics course, (d) many come from discouraging backgrounds with a lack of opportunities and resources non-conducive to a learning environment, and (e) the important qualities of effective teachers of underrepresented students. Finally, the data suggested that underrepresented students believed the race and cultural competence of the teacher was important. Recommendations from this research for underrepresented students suggest (a) teachers stressing studying details to understand statistical concepts, (b) teachers providing interesting examples of which some should include social issues (c) influential people encouraging positive support networks (d) teachers continually practicing their communication skills, (e) universities hiring more underrepresented statistics teachers, and (f) teachers becoming more culturally competent.
Advisors/Committee Members: Patricia Brosnan, Peter Demerath.
Keywords: introductory statistics; statistics education; race; African American; Latino; mixed methodology; autoethnography
More Like This
7.
Hundley, Stacey A.
A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2007, Ohio State University
► In recent years there has been a national call for reform in…
(more)
▼ In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students' experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between groups based on the students outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level.
Advisors/Committee Members: Haury, David L.
Subjects: Geology; Education, Sciences
Keywords: introductory geology; introductory courses; non-science majors; student instructional preferences; interactive methods; active learning; lecture methods
More Like This
8.
Isik, Hakan.
Relationship of college student characteristics and inquiry-based geometrical optics instruction to knowledge of image formation with light-ray tracing.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2008, Ohio State University
► This study is premised on the fact that student conceptions of optics…
(more)
▼ This study is premised on the fact that student conceptions of optics appear to be unrelated to student characteristics of gender, age, years since high school graduation, or previous academic experiences. This study investigated the relationships between student characteristics and student performance on image formation test items and the changes in student conceptions of optics after an introductory inquiry-based physics course. Data were collected with the Test of Image Formation with Light-Ray Tracing and the Student Survey from 39-college students participating in an inquiry-based geometrical optics course. Total scale and subscale scores representing the optics instrument content were derived from student pretest and posttest responses. The types of knowledge needed to answer each optics item correctly were categorized as situational, conceptual, procedural, and strategic knowledge and were associated with student correct and incorrect responses to each item to explain the existence and changes in student scientific and naïve conceptions. Correlation and stepwise multiple regression analyses showed that (a) student experience with calculus was a significant predictor of student performance on the total scale as well as on the refraction subscale, (b) a combination of student age and previous academic experience with precalculus was a significant predictor of student performance on the pretest pinhole subscale, (c) student characteristic of years since high school graduation was a significant predictor of the gain in student scores on pinhole and plane-mirror items from the pretest to the posttest with those students who were most recent graduates from high school doing better. Multivariate and univariate analyses of variance showed that (a) statistically significant mean gains between total scores as well as between various individual pinhole items and (b) no significant changes for individual plane-mirror items from pretest to posttest. Results revealed that there was a perceivable relationship between student optics-content knowledge and the types of knowledge required by items. At the pretest, the greatest selection of wrong responses was for items requiring situational type of knowledge and the fewest selection of wrong responses was for items requiring procedural type of knowledge.
Advisors/Committee Members: White, Arthur Lee.
Subjects: Education, Sciences
Keywords: Learning light and optics, light-ray tracing, naive optics conceptions, relationship of student characteristics to knowledge of image formation, types of knowledge.
More Like This
9.
Kim, Hyosun.
Linkages Between Career Development And Career Technical Education Outcomes Among High Schools In New Jersey.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2008, Ohio State University
► The purpose of the study was to investigate the relationship between the…
(more)
▼ The purpose of the study was to investigate the relationship between the roles of school counselors and the participation of students in CTE programs using data from an extensive survey of high schools in New Jersey. The roles of school counselors defined as the goals and activities they provided. Their activities were consisted of four areas: career services, post-secondary education selections, school and personal problems, and academic services. In addition, the extent to which specific subgroups of school settings, such as socio-economic status of school, school type, and school size and the characteristics of school counselors. This study is based on data from 401 high schools in New Jersey. The survey data for the study came from New Jersey state project, Profile and evaluation of career and technical education in New Jersey high schools. The project used four sources of data: administrative data (New Jersey high school report card, vocational education data system), mail survey of high school principals, and mail survey of high school counselors. The results of the study show that the goal of job placement promoted the outcomes of CTE and effectively impacted the services of school counselors associated with enrollment in CTE. Second, in the case of their activities the career and academic services enhanced the outcomes of CTE. The service of school and personal problems also is related to improve the outcomes of CTE. This study provides several significant implications for future study and the professional development of scholars, educators, and policy makers regarding career and technical education, career development, and workforce development. The first is high schools need to clarify the roles of school counselors. The second is that schools might need to arrange school counselor's roles to improve CTE outcomes with understanding their evolving roles in changing socio-economic surroundings. The third is that high schools should consider the district's characteristics to enhance the outcome of CTE programs. Additionally, high schools need to balance school district and student needs for CTE. The fourth is that workforce development policy makers should consider how to lead the positive involvement of school counselors in CTE and support school counselors with various approaches, such as training programs, financial aid, and law in the workforce development areas. The fifth is that state governments should focus on the socio-economic status of their school districts and regularly evaluate their educational outcomes to provide appropriate paths for high schools to fit the characteristics of the school districts. Finally, the state or federal government needs a macro-approach of career technical education. This macro-approach of CTE would help school counselors prepare and plan to assist their student in lifelong plan.
Advisors/Committee Members: Hawley, Joshua.
Subjects: Education
Keywords: career technical education; career development; school counseling; high school reform; workforce development and policy
More Like This
11.
Leeamornsiri, Nantawut Joseph.
The perceptions of human resource professionals in five Thai banks about the human resource development competencies and programs used during the merger and acquisition process.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2005, Ohio State University
► The purpose of this study was to investigate the perceptions of human…
(more)
▼ The purpose of this study was to investigate the perceptions of human resource professionals in five Thai banks about the human resource development competencies and programs used during the merger and acquisition process. The results showed that two components were found in the factor analysis – the change management process and competence building – and these components are critical across all four stages of the merger and acquisition process. Other contributions of HRD programs that contribute to the success of the mergers and acquisitions include redesign of organization structure, develop of new management practices, and increased learning about the cultural values and management practices of the new entity. A significant relationship was also found between the relative importance of HRD competencies used and HR professionals'ability to perform HRD competencies during the integration and post merger and acquisition stages. Implications for HRD theory and practice are discussed.
Advisors/Committee Members: Jacobs, Ronald L.
Subjects: Education, Business
Keywords: Human resource development competencies and programs in the merger and acquisition process.
More Like This
12.
Lee, Chan.
Perceived job change toward dimensions of knowledge work among three levels of employees in a Korean bank.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2004, Ohio State University
► The purpose of this study was to explore the perceived job change…
(more)
▼ The purpose of this study was to explore the perceived job change toward dimensions of knowledge work among frontline employees, middle managers, and senior managers in a large Korean bank. This study examined their perceived job change in terms of frequency, importance, and difficulty. The instrument used in this study was from the questionnaire of the Occupational Information Network (O*NET), which is an updated version of the Dictionary of Occupational Titles (DOT) that has been employed for job analysis since the 1930s. From the 18,000 employees of the target population, 377 employees were randomly selected. Using an Internet survey, a total 359 of employees responded. Thus, the response rate of this study is 95 percent. The results of study showed that all four of the dimensions of knowledge work increased in terms of importance, frequency, and difficulty. Results from a series of paired t-tests indicated that all three job levels rated the four dimensions of knowledge work higher today than as performed three years ago. The results suggested that increasing aspects of knowledge work have been a prominent part of all three job levels. However, results from one-way ANOVA showed the degree to which each of the job levels experienced change toward knowledge work differed. In particular, frontline employees and middle managers have been subject to relatively more change toward knowledge work than senior managers. Findings supported that knowledge work is no longer the monopoly of senior managers. The conclusions of the study can be summarized as follows: (1)There were changes toward knowledge work across all three job levels.(2) Change toward knowledge work seemed to have differentially affected some job levels more than others.(3) Change toward knowledge work seemed to have affected frontline employees and middle managers more than senior managers.
Advisors/Committee Members: Ronald, Jacobs L.
Keywords: Knowledge work; knowledge worker; knowledge management; knowledge creation; knowledge sharing; job change; job analysis; job redesign
More Like This
13.
Lekan, Jaimy Marie.
Exercise-induced mechanisms of muscle adaptation in mdx mice.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2004, Ohio State University
► Duchenne Muscular Dystrophy (DMD) is a genetic disease that results from absence…
(more)
▼ Duchenne Muscular Dystrophy (DMD) is a genetic disease that results from absence of the dystrophin protein, affects 1 in 3,500 male births, and leads to death by late teens to early twenties. Absence of the dystrophin protein leads to muscle wasting and cardiomyopathy due to compromised plasma membrane structure and impaired force transduction. Endurance exercise training involving cardiovascular overload may aid in maintenance and function of muscle. Hypotheses were tested to determine if endurance exercise training altered: a.) skeletal muscle fiber type composition; b.) regeneration and collagen accumulation in skeletal muscle; and c.) cardiomyopathic features in the mdx and delta-cys/mdx animals. Methods: Six groups of nine animals were studied: C57/BL10 (C57) sedentary, C57 swim, mdx-sedentary, mdx –swim, delta-cys/mdx-sedentary, and delta-cys/mdx-swim. Mice were progressively swim-trained five days/week for 10 weeks, while forelimb grip strength measurements were taken weekly and swim time to exhaustion was recorded at each session. Following training, soleus, extensor digitorum longus, quadriceps, diaphragm, and cardiac muscles were excised. Myosin heavy chain isoform composition, regeneration of myofibers and collagen content were examined. Cardiac tissue cross sections were examined for evidence of cardiomyopathy. Results: Exercise training led to an increase in forelimb grip strength in mdx, delta-cys/mdx, and C57 mice compared with non-swim trained mice. Swimming resulted in increases of type IIa and decreases of type IIx myosin heavy chain proportions in diaphragm muscles of mdx mice. Swim training did not cause increased damage in any skeletal muscle examined from mdx, delta-cys/mdx, or C57 animals. Furthermore, swimming did not cause significant increases in parameters of cardiomyopathy in dystrophic animals. Conclusion: The swim training protocol used in the present investigation resulted in training adaptations in mdx and delta-cys/mdx mice, and did not cause any additional damage to skeletal or cardiac muscles of the animals. Further examination is needed to determine if the training adaptations lead to functional improvements in these dystrophic animals. Analysis: Comparisons of dependent variables between groups were made using an ANOVA. Bonferroni and Dunnett’s T3 post-hoc tests were used to determine where differences existed. Alpha level was set a priori at p < 0.05.
Advisors/Committee Members: Devor, Steven T.
Keywords: dystrophin, swim training, Duchenne muscular dystrophy
More Like This
14.
Lin, Yi-chun.
The perceptions of human resource development professionals in Taiwan regarding their working relationships with subject matter experts (SMEs)during the training design process.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2006, Ohio State University
► The purpose of this study was to identify the perceptions of human…
(more)
▼ The purpose of this study was to identify the perceptions of human resource development professionals in Taiwan regarding their working relationships with subject-matter experts (SMEs) during the training design process. A descriptive correlation survey was used in this study. The target population in the study was 314 HRD professionals who worked in high-tech companies located in a science park in Taiwan. One hundred forty-six of 173 respondents completed the online survey (response rate: 84.39%). The questionnaire was used to assess the independent variables, the current and desired ability of HRD professionals in the training design process, classified across the four stages (analysis, design and development, implementation, and evaluation) and the dependent variable, the ability of HRD professionals in working with SMEs. Paired t-tests, one-way ANOVA, Chi-square, Pearson product-moment correlation, and simple linear regression analysis were used to address the research questions. The results showed there was no perceived difference between the HRD professionals’ current and desired ability regardless of whether they had worked with SMEs or not. Among HRD professionals who had not worked with SMEs, education level, years of work experience in HR related jobs, and experience in designing training programs were significantly related to current ability in the training design process; among HRD professionals who had worked with SMEs, education level was significantly related to ability to work with SMEs. In particular, a higher percentage of HRD professionals who had not worked with SMEs had obtained bachelor’s degrees while a higher percentage of HRD professionals who had worked with SMEs had obtained master’s degrees. A higher percentage of HRD professionals who had worked with SMEs had experience in designing training programs compared to HRD professionals who had not worked with SMEs. Finally, there was a significant positive relationship between the ability to work with SMEs and current ability in the training design process among HRD professionals who had worked with SMEs. This study provides implications for the professional development of HRD practitioners and the practice of HRD in Taiwan companies. Cross-cultural issues are discussed to explain inconsistencies between the results and US-based perspectives on the training design process.
Advisors/Committee Members: Jacobs, Ronald L.
Subjects: Education, Vocational
Keywords: Training design process; human competence; competencies; Human resource development; Taiwan; Subject Matter Experts (SMEs); Training design
More Like This
15.
Maurer, Matthew Jonnathan.
Case studies of community college non-science majors: effects of self-regulatory interventions on biology self-efficacy and biological literacy.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2003, Ohio State University
► Science literacy has been at the heart of current reform efforts in…
(more)
▼ Science literacy has been at the heart of current reform efforts in science education. The focus on developing essential skills needed for individual ability to be literate in science has been at the forefront of most K-12 science curricula. Reform efforts have begun to stretch into the postsecondary arena as well, with an ever increasing dialogue regarding the need for attention to science literacy by college students, especially non-science majors. This study set out to investigate how the use of self-regulatory interventions (specifically, goal setting, concept mapping, and reflective writing) affected student biology self-efficacy and biological literacy. This study employed a qualitative research design, analyzing three case studies. Participants in the study received ten self-regulatory interventions as a set of portfolio assignments. Portfolio work was qualitatively analyzed and coded for self-efficacy, as well as evidence of biological literacy. A biology self-efficacy survey was administered pre- and post- to provide a means of self-efficacy data triangulation. Literacy data was supported via a biological literacy rubric, constructed specifically for this study. Results indicated that mastery experiences were the source of biology self-efficacy. Self-efficacy for specific tasks increased over time, and changes in self-efficacy were corroborated by the self-efficacy survey. Students were found to express biological literacy at nominal, functional, or conceptual levels depending on the specific task. This was supported by data from the biological literacy rubric scores. Final conclusions and implications for the study indicated the need for further research with more samples of students in similar and different contexts. Given the fact that the literature in this area is sparse, the results obtained here have only begun to delve into this area of research. Generalization to other biology courses or contexts outside of the one presented in this study was cautioned until future studies can be conducted.
Advisors/Committee Members: Beeth, Michael E.
Keywords: self-efficacy; self-regulation; science literacy; biological literacy; community college; non-majors
More Like This
16.
Mercan, Fatih C.
Epistemological beliefs of physics undergraduate and graduate students and faculty in the context of a well-structured and an ill-structured problem.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2007, Ohio State University
► This study examines epistemological beliefs of physics undergraduate and graduate students and…
(more)
▼ This study examines epistemological beliefs of physics undergraduate and graduate students and faculty in the context of solving a well-structured and an ill-structured problem. The data collection consisted of a think aloud problem solving session followed by a semi-structured interview conducted with 50 participants, 10 participants at freshmen, seniors, masters, PhD, and faculty levels. The data analysis involved (a) identification of the range of beliefs about knowledge in the context of the well-structured and the ill-structured problem solving, (b) construction of a framework that unites the individual beliefs identified in each problem context under the same conceptual base, and (c) comparisons of the problem contexts and expertise level groups using the framework. The results of the comparison of the contexts of the well-structured and the ill-structured problem showed that (a) authoritative beliefs about knowledge were expressed in the well-structured problem context, (b) relativistic and religious beliefs about knowledge were expressed in the ill-structured problem context, and (c) rational, empirical, modeling beliefs about knowledge were expressed in both problem contexts. The results of the comparison of the expertise level groups showed that (a) undergraduates expressed authoritative beliefs about knowledge more than graduate students and faculty did not express authoritative beliefs, (b) faculty expressed modeling beliefs about knowledge more than graduate students and undergraduates did not express modeling beliefs, and (c) there were no differences in rational, empirical, experiential, relativistic, and religious beliefs about knowledge among the expertise level groups. As the expertise level increased the number of participants who expressed authoritative beliefs about knowledge decreased and the number of participants who expressed modeling based beliefs about knowledge increased. The results of this study implied that existing developmental and cognitive models of personal epistemology can explain personal epistemology in physics to a limited extent, however, these models cannot adequately account for the variation of epistemological beliefs across problem contexts. Modeling beliefs about knowledge emerged as a part of personal epistemology and an indicator of epistemological sophistication, which do not develop until extensive experience in the field. Based on these findings, the researcher recommended providing opportunities for practicing model construction for students.
Advisors/Committee Members: Roychoudhury, Anita.
Keywords: personal epistemology; epistemological beliefs; beliefs about knowledge
More Like This
17.
Montenegro, Maximiliano José.
Identifying student mental models from their response pattern to a Physics multiple-choice test.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2008, Ohio State University
► Previous work has shown that students present different misconceptions across different but…
(more)
▼ Previous work has shown that students present different misconceptions across different but similar physical situations, but the cause of these differences is still not clear. In this study, a novel analysis method was introduced to help to gain a better understanding of how different physical situations affect students’ responses and learning. This novel analysis groups students into mental model groups (MMG) by similarities in their responses to multiple-choice test items, under the assumption that they have similar mental models. The Mass and Energy Conservation test was developed to probe the common misconception that objects with greater mass fall faster than objects with lesser mass across four physical situations and four knowledge sub-domains: information, dynamics, work, and energy. The test was applied before and after energy instruction to 144 college students in a large Midwestern university attending a calculus-based introductory physics course. Test time along with instruction and physical situation were the two factors. It was found that physical situation did not have a significant effect on mental models: The number of MMGs identified and the fraction of students belonging to the same MMG were not significantly different (p>.05) across physical situations. However, there was a significant effect of test time on mental models (p<.05): the fraction of students belonging to the same MMG changed from the pretest to the posttest, in that the MMG representing higher performance became predominant than the MMG with lower performance for the posttest results. A MANOVA for the average scores for each sub-domain and physical situation combination was applied to validate the previous results. It was found that a significant effect (p<.01) by physical situation resulted due to a lower average dynamics sub-domain score for the friction physical-situation attribute when compared to the no-friction physical-situation attribute. A significant effect (p<.01) was found for test time. This was due to an increase of the average energy sub-domain score from the pretest to the posttest. No significant interaction effect (p>05) was found. The MANOVA results obtained can be explained through the change in proportion of the MMGs present in the sample.
Advisors/Committee Members: White, Arthur L.
Subjects: Education; Energy; Higher education; Physics; Science education; Statistics
Keywords: energy; mass; misconceptions; mental models; individual differences modeling; Bayesian statistics; multiple-choice test; Physics
More Like This
19.
Nelson, Julie E.
“I Never Knew I Was Gifted…” – The Perceptions of Minority, Gifted Students In Urban High Schools.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2008, Ohio State University
► This study explores the perceptions of minority, gifted high school students that…
(more)
▼ This study explores the perceptions of minority, gifted high school students that attend an urban high school. The research design is mixed methodology and consists of a focus group in the qualitative piece and a survey instrument in the quantitative piece. Participants included minority, gifted students from a local urban high school and school counselors from across the State of Ohio. The goals of this study are to bring awareness to minority gifted students, to find out if school counselors are aware of these students experiences, and to find out how school counselors can help improve these students school experiences.
Advisors/Committee Members: Casto, R. Michael.
Subjects: Education
Keywords: minority; gifted; school counseling; urban
More Like This
20.
Ongel, Sevinc.
Investigation of the theoretical pedagogical knowledge of preservice teachers in a post-bachelor degree teacher education program.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2003, Ohio State University
► Current teacher education reform movements in the United States suggest fundamental changes…
(more)
▼ Current teacher education reform movements in the United States suggest fundamental changes in preservice teacher education. Additional emphasis is placed on the structural changes in teacher education programs. Current trend, moving toward post- bachelor degree programs is recommended to move teaching to a more professional environment. The purpose of this study was to measure the theoretical pedagogical knowledge of preservice teachers in a post bachelor degree program. The knowledge of: 1) entering and graduating students in an integrated teacher education program, 2) mathematics and science preservice teachers 3) male and female teachers, were particularly examined. Theoretical pedagogical knowledge of preservice teachers was examined through the modified version of Praxis II: Principles of Teaching and Learning Test, Teaching and Learning Questionnaire (TLQ). Responses to the questionnaire were analyzed based on the four domains presented in the Praxis II: Principles of Teaching and Learning Test: 1) Students as Learners, 2) Instruction and Assessment, 3) Communication Techniques, and 4) Teacher Professionalism. Additional demographic variables were also analyzed to detect differences and patterns related to gender, major, ethnicity, pedagogical experience, and changes during the teacher education program. An open-ended question, to the TLQ was added to measure students’ attitudes toward the TLQ; as a way of increasing the validity of the questionnaire. The results revealed fruitful information regarding both the program students participated in and the test they had taken. Results suggested that post bachelor degree programs have an impact on students’ theoretical pedagogical knowledge, as consistent with the recent research. The preservice teachers did improve in their pedagogical knowledge from pre-to post-program. Science majors were found more successful than math students in some domains. Teachers’ prior experiences as well as their familiarity with the original instrument did not impact their scores on the Teaching and Learning Questionnaire (TLQ). The results of this study would be of use to MSAT instructors at the institution where the study is conducted and to other universities as they plan and implement integrated teacher education programs.
Advisors/Committee Members: Haury, David L.
Subjects: Education, Teacher Training
Keywords: teacher education; post-bachelor degree programs; preservice teachers; pedagogical knowledge; mathematics education; science education
More Like This
21.
Ozdemir, Omer F.
The coexistence of alternative and scientific conceptions in physics.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2004, Ohio State University
► The purpose of this study was to inquire about the simultaneous coexistence…
(more)
▼ The purpose of this study was to inquire about the simultaneous coexistence of alternative and scientific conceptions in the domain of physics. This study was particularly motivated by several arguments put forward in opposition to the Conceptual Change Model. In the simplest form, these arguments state that people construct different domains of knowledge and different modes of perception in different situations. The following research questions were generated to inquire about this argument: (1) Do individuals keep their alternative conceptions after they have acquired scientific conceptions? (2) How are these different conceptions nested in their conceptual structure? (3) What kind of knowledge, skills, and reasoning are necessary to transfer scientific principles instead of alternative ones in the construction of a valid model? Two groups of participants were selected for this inquiry: one with minimal (non-physics group) and the other with high level of domain specific knowledge in physics (physics group). Data collection procedures were based on think-aloud and retrospective questioning. Analysis of the data collected from the non-physics group indicated that the nature of alternative conceptions is framed by two types of reasoning: reasoning by mental simulation and semiformal reasoning. Analysis of the data collected from the physics group revealed that mental images or scenes feeding reasoning by mental simulation had not disappeared after the acquisition of scientific conceptions. It was also evident that alternative principles feeding semiformal reasoning had not necessarily disappeared after the acquisition of scientific conceptions. It was explicitly noticed that although the participants compartmentalized reasoning by mental simulation and scientific (formal) reasoning, semiformal and scientific reasoning were intertwined in a way that the components of semiformal reasoning easily took their place among the components of scientific reasoning. In spite of the fact that the coexistence of multiple conceptions might obstruct the transfer of scientific conceptions in problem-solving situations, several factors stimulating the use of scientific conceptions were noticed explicitly. These factors were categorized as follows: (a) domain specific knowledge, (b) knowledge about the process of science, (c) awareness, and (d) context.
Advisors/Committee Members: White, Arthur L.
Subjects: Education, Sciences
Keywords: alternative conception; conceptual change; reasoning; physics education; think aloud
More Like This
22.
Paek, Jeeyon.
A study of training program characteristics and training effectiveness among organizations receiving services from external training providers.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2005, Ohio State University
► The purpose of this study is to examine the impact of training…
(more)
▼ The purpose of this study is to examine the impact of training program characteristics on training effectiveness among organizations receiving training services from external training providers. It is to evaluate training effectiveness as a function of the nature of the relationship among client organizations and external training providers, the training needs assessment, and the nature of the training program. In addition, it is to investigate the relationship between the evaluations of training effectiveness as perceived by client organizations and as measured by financial performance. The literature review identified four variables to examine training effectiveness: evaluation of training, partnership training between client organizations and educational institutions, training needs assessment, and the nature of the training program. Two survey instruments were developed to measure the variables. One survey asked HRD managers about training program characteristics, and another survey asked senior managers about the perception of training effectiveness and operational margin information. Surveys were sent to companies who received training funds from the Ohio Investment in Training Programs from 2002 to 2004. Forty five out of 125 companies completed both surveys, and thus, the response rate was 36 percent. The collected data was merged with the some demographic information from the OITP database. The results showed that most participant organizations are privately owned, manufacturing companies. The major external training providers are private organizations. Few companies engage in partnership training with educational institutions. The results showed that the operational margin of the programs where private training providers were involved increased more than the programs that did not involved private training providers. In addition, if external training providers were involved in more stages of the training process, operational margin increased. The results also showed that senior managers perceived the entirely developed training program was more effective than the generic, standard programs or customized programs. There was no documented relationship between training needs assessment and training program effectiveness. This study provides several implications on future study in HRD area as well as practitioners in business, workforce development policy, and workforce development practitioners in higher education.
Advisors/Committee Members: Hawley, Joshua D.
Keywords: Training Effectiveness; Training Evaluation; Workforce Development Program; Partnership Training; State-funded Training
More Like This
23.
Panferov, Suzanne Kathryn.
Exploring the Literacy Development of Russian and Somali ESL Learners: a Collaborative Ethnography.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2002, Ohio State University
► Recently there has been an increase in immigration and migration in the…
(more)
▼ Recently there has been an increase in immigration and migration in the world. Due in part to this transience, interrupted schooling has become an educational challenge in terms of consistent schooling and job stability. Language education and literacy development are no exception to this issue. Though emergent literacy approaches have been advocated for younger learners, few studies look at the issues of interrupting or delaying the acquisition of literacy in a second or third language and how to address these learners’ educational needs. This study explored how the English literacy skills of six participants from two immigrant families developed over one year and what the external issues and strategies influencing these participants’ literacy growth were. Data were collected from participants, teachers, administrators, and family members, creating a collaborative ethnography of the culture of the literacy acquisition environment for these participants. The family unit was chosen as the unit of investigation in this study in part because during such global upheaval and relocation, it is the family unit that is often the most constant and stable. Furthermore, the family unit is unique in that it may influence L1 or home literacy and in turn L2 literacy development. This study investigated this native literacy issue in the context of the family unit and reports on how this was addressed when the L1 skills were underdeveloped. Familial variables such as SES and status in community, which also affect the importance of literacy acquisition, were also explored. Additionally, the range of ages a family provides allowed investigation into the influence of age on second language literacy development. The research methodology in this study was qualitative in focus. Data triangulation was established through a series of observations (at school and in the homes), interviews, literacy measures, text analysis, and teacher questionnaires. Family visits were made to ascertain home-school connections in terms of literacy support and individual family member literacy responsibilities. The findings indicated that while development in L2 literacy acquisition may be slow, over time changes in writing speed, fluency, syntactic complexity, and accuracy as well as reading accuracy and comprehension were observed. Issues found affecting L2 literacy development included size of the L1 community, mobility, parental involvement, conducive home study environment, L2 literacy demands in school assignments, previous schooling, text and technology access, and types of home literacy functions. Strategies facilitative of L2 literacy acquisition included copying text, accessing input, accessing background knowledge, practice reading, vocabulary development, and careful text selection. Recommended pedagogical practices include suggestions to investigate each learner’s individual educational background and needs, provide academic readiness skills for students affected by interrupted schooling, immerse students in content based topics, demand authentic writing and reading tasks of learners, assess learners frequently in multiple manners, advocate for learners at program and district levels, establish and maintain positive communication exchanges with parents, and educate teachers about the unique issues of SLA.
Advisors/Committee Members: Samimy, Keiko.
Keywords: Bilingual Education; ESL; Second Language Acquisition; Literacy; Writing; Reading; Teacher Training; Multilingual Writers
More Like This
24.
Park, Eun Jung.
Student perception and conceptual development as represented by student mental models of atomic structure.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2006, Ohio State University
► The nature of matter based upon atomic theory is a principal concept…
(more)
▼ The nature of matter based upon atomic theory is a principal concept in science; hence, how to teach and how to learn about atoms is an important subject for science education. To this end, this study explored student perceptions of atomic structure and how students learn about this concept by analyzing student mental models of atomic structure. Changes in student mental models serve as a valuable resource for comprehending student conceptual development. Data was collected from students who were taking the introductory chemistry course. Responses to course examinations, pre- and post-questionnaires, and pre- and post-interviews were used to analyze student mental models of atomic structure. First, this study reveals that conceptual development can be achieved, either by elevating mental models toward higher levels of understanding or by developing a single mental model. This study reinforces the importance of higher-order thinking skills to enable students to relate concepts in order to construct a target model of atomic structure. Second, Bohr’s orbital structure seems to have had a strong influence on student perceptions of atomic structure. With regard to this finding, this study suggests that it is instructionally important to teach the concept of “orbitals” related to “quantum theory.” Third, there were relatively few students who had developed understanding at the level of the target model, which required student understanding of the basic ideas of quantum theory. This study suggests that the understanding of atomic structure based on the idea of quantum theory is both important and difficult. Fourth, this study included different student assessments comprised of course examinations, questionnaires, and interviews. Each assessment can be used to gather information to map out student mental models. Fifth, in the comparison of the pre- and post-interview responses, this study showed that high achieving students moved toward more improved models or to advanced levels of understanding. The analysis of mental models in this study has provided information describing student understanding of the nature and structure of an atom. In addition to an assessment of student cognition, information produced from this study can serve as an important resource for curriculum development, teacher education, and instruction.
Advisors/Committee Members: White, Arthur L.
Subjects: Education, Sciences
Keywords: atomic structure, mental models, conceptual development, scientific models, levels of understadning, q methodology
More Like This
25.
Song, Juyoung.
Language ideologies and identity: Korean children’s language socialization in a bilingual setting.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2007, Ohio State University
► This one-year ethnographic study explores three Korean children and their families’ language…
(more)
▼ This one-year ethnographic study explores three Korean children and their families’ language socialization practices in a Midwestern US city, with a focus on their negotiation of language ideologies and identities. The language socialization practices of these families who sojourn in the U.S. are examined in the discussion of transnational migration and globalization, and bilingualism. Three levels of data analyses were used in the study, global (transnational), familial, and interactional. The global-level analyses show how two groups of Koreans, Korean immigrants and Korean early-study-abroad sojourners, enact different language ideologies in their children’s language education. The study also provides in-depth ethnographic analyses of the three Korean families’ language socialization practices in the realm of family. With the prospect of returning to Korea, these families’ current language practices align and match to a great degree with the expectations and practices of their future “imagined communities” (Anderson, 1991; Kanno and Norton, 2003). The examination of diverse practices and the strategic intent of these families show how an individual family’s past and present experiences influence their future vision of participation and membership in Korea. The micro-analyses of children’s linguistic practices, such as code-switching and addressing practices, show (1) how children acknowledge, highlight, or avoid particular language ideologies in their interactions with their parents or peers and (2) how their understanding of these ideologies is constructed in their language socialization practices. The data also show children’s improvised “bilingual” practices in their negotiation of ideologies, highlighting children’s agency in their language socialization practices while at the same time manifesting their presentation and construction of multiple and shiftable identities across contexts. Based on these results, the study illuminates the location of language ideologies as one aspect of the interplay between language learning and identity. By linking the families’ local practices to their future and transnational communities, this study broadens the perspective of L2 learning beyond the local context of time and space. Through broad and in-depth analyses of language socialization practices of Korean sojourners, this study highlights the variations in immigrant populations in the U.S. and yields understandings of diverse social and educational practices and identities among them.
Advisors/Committee Members: Farr, Marcia.
Subjects: Education, Language and Literature
Keywords: Bilingualism
More Like This
26.
Suping, Shanah Mompoloki.
Examining student understanding of the science of a societal issue in Botswana: Effects of ultraviolet radiation on the human skin.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2004, Ohio State University
► Science has had such an impact on our way of life that…
(more)
▼ Science has had such an impact on our way of life that it has been at the centre of discussion for all issues of health, education, development, and the safe stewardship of the Earth’s resources. Science has advanced so quickly in the last 50 years that the amount of knowledge generated by scientists is overwhelming. Science teachers who have persistently introduced children to science from a very young age, have been charged with a daunting task of presenting science knowledge to students in ways that not only make it easy to understand, but also make it relevant to them. The methods of how best they should go about this task have been debated from time immemorial. Due to the many concerns and demands placed on science teachers and science education programs in general, there have been a number of efforts to reform and redefine the science curriculum. Science education reform efforts in the US and elsewhere have examined all possible nucleotides in the building up of the reform DNA molecule. Many studies have measured people’s level of understanding on given issues that affect their communities, but little attention has been given to conceptions and level of scientific literacy among students in developing countries. This study assessed Botswana school children’s knowledge about ultraviolet radiation (UVR) and its effects on human health using a scientific literacy lens. Results show that students do not know as much as one would expect them to know, from public school through the first year in college. Exploratory factor analysis identified four indicators of knowledge about UVR. These are: (a) diseases related to UVR, (b) items that can be used for protections against UVR, (c) misconceptions held about UVR, and (d) general issues surrounding UVR. MANOVA analysis showed that whereas there are no differences in general based on school location, certain groups of students performed differently depending on the school type, type of science pursued at school and or the gender of the student.
Advisors/Committee Members: Haury, David L.
Keywords: Science education; Science education reform; Students knowledge of ultraviolet radiation; Science education in Botswana; Curriculum reform
More Like This
27.
Titterington, Lynda Carol.
Case studies in pathophysiology: a study of an online interactive learning environment to develop higher order thinking and argumentation.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2007, Ohio State University
► This study presents a framework for examining the effects of higher order…
(more)
▼ This study presents a framework for examining the effects of higher order thinking on the achievement of allied health students enrolled in a pathophysiology course. A series of clinical case studies was developed and published in an enriched online environment that guided students through the process of developing a solution and supporting it through data analysis and interpretation. The series of case study modules scaffolded argumentation through question prompts. The modules began with a simple, direct problem and they became progressively more complex throughout the quarter. A control group was assigned a pencil-and-paper case study based upon recall. The case studies were scored for content accuracy and evidence of higher order thinking skills. Higher order thinking was measured using a rubric based upon the Toulmin argumentation pattern. The results indicated implementing a case study of either online or traditional format was associated with significant gains in achievement. The Web-enhanced case studies were associated with modest gains in knowledge acquisition. The argumentation scores across the series followed two trends: directed case studies were associated with higher levels of argumentation than ill-structured case studies, and there appeared to be an inverse relationship between the students’ argumentation and content scores. The protocols developed for this study can serve as a template for a larger, extended investigation into student learning in the online environment.
Advisors/Committee Members: Haury, David L.
Keywords: critical thinking, case method teaching, pathophysiology, distance education, Web-based learning, assessment
More Like This
28.
Ucar, Sedat.
Using inquiry-based instruction with web-based data archives to facilitate conceptual change about tides among preservice teachers.
Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2007, Ohio State University
► The purpose of this mixed methods study was to describe and understand…
(more)
▼ The purpose of this mixed methods study was to describe and understand preservice teachers’ conceptions of tides and to explore an instructional strategy that might promote the learning of scientific concepts. The participants were preservice teachers in three initial licensure programs. A total of 80 graduate students, in secondary, middle, and early childhood education programs completed a multiple choice assessment of their knowledge of tides-related concepts. Thirty of the 80 participants were interviewed before the instruction. Nineteen of the 30 students who were interviewed also participated in the instruction and were interviewed after the instruction. These 19 students also completed both the pre-test and 18 of them completed the post-test on tides and related content. Data regarding the participants’ conceptual understandings of tides were collected before and after the instruction using both qualitative and quantitative data collection methods. A multiple choice pre-test was developed by the researcher. The same test was used before and after the instructional intervention. Structured interviews were conducted with participants before and after instruction. In addition to interviews, participants were asked to write a short journal after instruction. The constant comparative method was used to analyze the qualitative data. Preservice teachers’ conceptual understandings of tides were categorized under six different types of conceptual understandings. Before the instruction, all preservice teachers held alternative or alternative fragments as their types of conceptual understandings of tides, and these preservice teachers who held alternative conceptions about tides were likely to indicate that there is one tidal bulge on Earth. They tried to explain this one tidal bulge using various alternative conceptions. After completing an inquiry-based and technology-enhanced instruction of tides, preservice teachers were more likely to hold a scientific conceptual understanding. Also, after completion of the inquiry-based and technology-enhanced instruction, some preservice teachers were likely to continue to hold the conception that the rotation of the moon around the Earth during one 24-hour period causes the tides to move with the moon. The findings of the study provide evidence that inquiry-based and technology-enhanced instruction utilizing Web-based archived data sources can be used to promoting conceptual change among preservice teachers.
Advisors/Committee Members: Trundle, Kathy Cabe.
Keywords: conceptual change; web-based instruction; inquiry-based instruction; tides; preservice teachers
More Like This
