A look at the definition, pedagogy, and evaluation of scientific literacy within the natural science departments at a southwestern university [electronic resource] /Show full item record
|Title||A look at the definition, pedagogy, and evaluation of scientific literacy within the natural science departments at a southwestern university [electronic resource] /|
|Author||Flynn, Deborah Kay|
|Abstract||This study focuses on the promotion of scientific literacy within the natural science departments and how faculty within these departments define, incorporate, and evaluate scientific literacy in their courses. The researcher examined data from participant interviews, observations, and archival material from courses taught by the participants. The results of the research study suggest that participants express their idea of scientific literacy through storytelling, real world connections, technology, and collaboration. Results suggest that diversity in the perception of scientific literacy within these themes did occur, either actually or conceptually. The research used the definition and components set forth by the National Research Council as a benchmark when looking at the participants' own definition, incorporation and evaluation of scientific literacy.|
|Description||Title from dissertation title page (viewed Dec. 20, 2011).
Thesis (Ph.D.)--Texas Christian University, 2011.
College of Education; advisor, Molly Weinburgh.
Includes bibliographical references.
Text (electronic thesis) in PDF.
|Subject||Science Study and teaching (Higher)
College teachers Attitudes.
Technology Study and teaching.
This item appears in the following Collection(s)
- Theses and Dissertations