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dc.contributor.authorBloom, Mark Andrewen_US
dc.coverage.spatialUnited States.en_US
dc.date.accessioned2014-07-22T18:47:17Z
dc.date.available2014-07-22T18:47:17Z
dc.date.created2008en_US
dc.date.issued2008en_US
dc.identifieretd-04232008-144403en_US
dc.identifiercat-001365447en_US
dc.identifier.urihttps://repository.tcu.edu:443/handle/116099117/4047
dc.descriptionTitle from dissertation title page (viewed May 8, 2008).en_US
dc.descriptionIncludes abstract.en_US
dc.descriptionThesis (Ph.D.)--Texas Christian University, 2008.en_US
dc.descriptionCollege of Education; advisor, Molly H. Weinburgh.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionText (electronic thesis) in PDF.en_US
dc.descriptionThis research focuses on inservice science teachers conceptions of nature of science (NOS) before and after a two-week intensive summer professional development program that included explicit NOS instruction. It combines this explicit approach to NOS instruction with reflective, dialogue about the interventions used throughout the professional development. It addresses the seven commonly-held tenets of NOS that are deemed significant to K-12 science teachers. Finally, it borrows qualitative methodologies for analyzing the Views of Nature of Science Questionnaire and associated interviews to gain a richer understanding of the teachers' NOS understanding before and after the interventions. By using this approach to data analysis, this research better describes the ways in which teachers' conceptions of NOS aspects align with and/or deviate from the desired understanding put forth in the professional development. This description of their understanding avoids reducing the participants' diverse and complex conceptions of these tenets into simple "informed" or "naive" categories. It is through this more detailed analysis of the participants' data that this research examines inservice science teachers' conceptions' of nature of science before and after engaging in an explicit, long-term, professional development intervention.en_US
dc.format.mediumFormat: Onlineen_US
dc.language.isoengen_US
dc.publisher[Fort Worth, Tex.] : Texas Christian University,en_US
dc.relation.ispartofTexas Christian University dissertationen_US
dc.relation.ispartofUMI thesis.en_US
dc.relation.requiresMode of access: World Wide Web.en_US
dc.relation.requiresSystem requirements: Adobe Acrobat reader.en_US
dc.subject.lcshScience teachers In-service training United States.en_US
dc.subject.lcshScience Study and teaching Research.en_US
dc.subject.lcshScience Philosophy.en_US
dc.titleThe effect of a professional development intervention on inservice science teachers' conceptions of nature of science [electronic resource] /en_US
dc.typeTexten_US
etd.degree.departmentCollege of Education
etd.degree.levelDoctoral
local.academicunitCollege of Education
local.subjectareaEducation


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