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Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students' Nature of Science Views.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students' Nature of Science Views./
Author:	Jackson, Luke M.
Description:	1 online resource (131 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355311488

Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students' Nature of Science Views.
Jackson, Luke M.

Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students' Nature of Science Views. - 1 online resource (131 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This mixed method study was aimed at examining the influence of dual processing (Type 1 and Type 2 thinking) on the development of high school students' nature of science (NOS) views. Type 1 thinking is intuitive, experiential, and heuristic. Type 2 thinking is rational, analytical, and explicit. Three research questions were asked: (1) Do the experiential process (Type 1) and the logical process (Type 2) influence the development of students' NOS views? (2) If there is an influence on students' NOS views, then what is the nature of relationship between the experiential process (Type 1) and the development of NOS views? (3) What is the nature of relationship between the logical process (Type 2) and the development of NOS views?

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355311488Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students' Nature of Science Views.
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245 1 0 $a Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students' Nature of Science Views.
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300 $a 1 online resource (131 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Advisers: Hasan Deniz; Jane McCarthy.
502 $a Thesis (Ph.D.) $c University of Nevada, Las Vegas $d 2017.
504 $a Includes bibliographical references
520 $a This mixed method study was aimed at examining the influence of dual processing (Type 1 and Type 2 thinking) on the development of high school students' nature of science (NOS) views. Type 1 thinking is intuitive, experiential, and heuristic. Type 2 thinking is rational, analytical, and explicit. Three research questions were asked: (1) Do the experiential process (Type 1) and the logical process (Type 2) influence the development of students' NOS views? (2) If there is an influence on students' NOS views, then what is the nature of relationship between the experiential process (Type 1) and the development of NOS views? (3) What is the nature of relationship between the logical process (Type 2) and the development of NOS views?
520 $a The Views of Nature of Science Questionnaire C (VNOS-C; Lederman, Abd-El-Khalick, Bell, & Schwartz, 2002) was administered to 29 high school students at the beginning and at the end of an explicit-reflective NOS intervention offered in an Advanced Placement environmental science course. Changes in students' NOS views were calculated through a chi-square test and examining the percentage of students holding NOS views at various levels of sophistication. With the chi-square goodness of fit test performed, the relationship between pre and post NOS scores was not significant, X2(3, 29) = 4.78, p <.05. The informed and preinformed NOS views increased (14%, 17%) in frequency while the mixed and uninformed NOS views decreased (i.e. improved 26%, 24%) in frequency from pre to posttest. The reading discussions were coded based on the EBR framework (Furtak et al., 2010) to analyze the use of dual processing. Type1 and Type 2 thinking were both used during the intervention and reading reflections. Type 2 thinking was more prominent when analyzing a problem, formulating a hypothesis, or stating logical claims. The association of NOS education and Type 1 and Type 2 thinking in scientific literacy was examined, and implications and future research are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Science education. $3 1151737
650 4 $a Educational psychology. $3 555103
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0714
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Nevada, Las Vegas. $b Teaching & Learning. $3 1179975
773 0 $t Dissertation Abstracts International $g 79-03A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10260992 $z click for full text (PQDT)