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Connecting Epistemic Beliefs about Physics Knowledge and Curriculum Concerns in Saskatchewan: A Mixed Analysis StudyDownload
According to the Saskatchewan Ministry of Education, curriculum documents indicate what is to be learned by students by the end of a school year. As Canadian provincial governments mandate new curriculum documents, it is assumed that teachers will teach these courses as indicated. Despite...
Evangelizing EUGENICS: A Memetic Appraisal of Eugenics Education in the Interwar-era, and the Legacy of Eugenics and Race-Hygiene Today and TomorrowDownload
This dissertation explores the Interwar-era eugenics movements in America and Britain, focusing on efforts to educate insiders and professionals, but especially to evangelize novices. Two primary historical sources are examined in detail: the largely British To-day and To-morrow book series...
Using Roberts’ seven science curriculum emphases as a framework, an investigation into Alberta’s physics program-of-study revealed pre-service, novice, and experienced teachers tended to focus on the emphasis Structure of Science. Other aspects of the program-of-study that was a high priority for...
Indigenous Perspectives in the Alberta Science Classroom: the factors that impact how teachers incorporate Indigenous perspectives in their science classroomDownload
In Alberta, there has been renewed focus on the integration of Indigenous perspectives in the classroom within curricular and teacher quality documents. While research has been done to explore how and why Indigenous perspectives should be included in the classroom, there is a lack of research...
Mainland Chinese Students’ Metacognition, Including their Conceptions of Learning: A Phenomenographic Study in Hebei and Shandong ProvincesDownload
There is little empirical study in the literature to study Mainland Chinese students’ metacognition including their conceptions of learning. This research seeks to fill this gap by seeking to understand and describe Mainland Chinese students’ metacognition including their conceptions of learning...