國立虎尾科技大學 |

Transitioning Science Teachers to an Inquiry-Based Approach to Develop Critical Reasoning Skills in High School Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Transitioning Science Teachers to an Inquiry-Based Approach to Develop Critical Reasoning Skills in High School Students./
Author:	Blechacz, Sarah.
Description:	1 online resource (122 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Science education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355909623

Transitioning Science Teachers to an Inquiry-Based Approach to Develop Critical Reasoning Skills in High School Students.
Blechacz, Sarah.

Transitioning Science Teachers to an Inquiry-Based Approach to Develop Critical Reasoning Skills in High School Students. - 1 online resource (122 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Arizona State University, 2018.

Includes bibliographical references

To develop critical reasoning skills potentially advances students' ability to critically consume information, make informed decisions, and actively participate in a democracy. An inquiry-based pedagogical approach to science teaching remains an effective means to develop critical reasoning skills. Participating in scientific inquiry requires students to generate arguments and test alternative hypotheses using experimental evidence. Scientific inquiry demands that students use their critical reasoning skills. Unfortunately, many teachers fail to allocate an adequate amount of time for genuine experimentation in science classes. As a result, science classes often leave students unprepared to think critically and apply their knowledge in a practical manner.

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

Mode of access: World Wide Web

ISBN: 9780355909623Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

Transitioning Science Teachers to an Inquiry-Based Approach to Develop Critical Reasoning Skills in High School Students.
LDR:02972ntm a2200349Ki 4500 001 916528
005 20181002081328.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355909623
035 $a (MiAaPQ)AAI10807715
035 $a (MiAaPQ)asu:17770
035 $a AAI10807715
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Blechacz, Sarah. $3 1190284
245 1 0 $a Transitioning Science Teachers to an Inquiry-Based Approach to Develop Critical Reasoning Skills in High School Students.
264 0 $c 2018
300 $a 1 online resource (122 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: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Carl Hermanns.
502 $a Thesis (Ed.D.)--Arizona State University, 2018.
504 $a Includes bibliographical references
520 $a To develop critical reasoning skills potentially advances students' ability to critically consume information, make informed decisions, and actively participate in a democracy. An inquiry-based pedagogical approach to science teaching remains an effective means to develop critical reasoning skills. Participating in scientific inquiry requires students to generate arguments and test alternative hypotheses using experimental evidence. Scientific inquiry demands that students use their critical reasoning skills. Unfortunately, many teachers fail to allocate an adequate amount of time for genuine experimentation in science classes. As a result, science classes often leave students unprepared to think critically and apply their knowledge in a practical manner.
520 $a The focus of this study was to investigate the extent to which an inquiry-based professional development experience, including a two-day summer workshop and 18 weeks of follow up Professional Learning Community (PLC) support, affected the attitudes and pedagogical skills regarding scientific inquiry among six high school biology teachers. A concurrent mixed methods, action research design was used to measure changes in teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy was measured throughout the 22 weeks of the study. A survey instrument, card sorting activity, classroom observations using the Reformed Teacher Observation Protocol (RTOP), individual interviews, and PLC observations were used to gather data. Results indicated the professional development was effective in transforming the participating teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Science education. $3 1151737
650 4 $a Adult education. $3 555548
655 7 $a Electronic books. $2 local $3 554714
690 $a 0714
690 $a 0516
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Arizona State University. $b Leadership and Innovation. $3 1190285
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10807715 $z click for full text (PQDT)