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Permanent link (DOI): https://doi.org/10.7939/R3PV6BD6C

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Manifestations and Student Awareness of Science Literacy Values in Different Teaching Contexts Open Access

Descriptions

Other title
Subject/Keyword
Science Literacy
Education
High school
Science
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Henkelman, Gregory L
Supervisor and department
Nocente, Norma (Secondary Education)
Examining committee member and department
Pegg, Jerine (Elementary Education)
Nocente, Norma (Secondary Education)
Dust, Tom (Secondary Education)
Department
Department of Secondary Education
Specialization

Date accepted
2015-01-28T11:34:49Z
Graduation date
2015-06
Degree
Master of Education
Degree level
Master's
Abstract
This qualitative exploratory study investigated how one teacher’s view of science literacy was manifested in different classes. Using transcripts of semi-structured interviews and audio/video recordings of classroom and lab activities, one teacher’s professed science literacy values were compared to the science literacy values evident in his teaching practice and in students’ reports of their class experiences with him. Transcripts were coded using science literacy values developed in a framework used by Corrigan, Cooper, Keast, and King (2010) and Cooper and Corrigan (2011), with additional values added after a preliminary analysis of data from student and teacher interviews. Results suggest that while a teacher may clearly define and emphasize certain values of science literacy, different classroom settings and students may require different approaches to ensure those values are clearly understood. Findings from this study suggest that educators can develop greater autonomy and maintain passion for their profession by engaging in deep thought about their own science literacy values.
Language
English
DOI
doi:10.7939/R3PV6BD6C
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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