Dissertation/Thesis Abstract

Phenomenalistic study to determine factors that affect science teachers' understanding and implementation of science literacy due to professional development
by Brothwell, Eric M., M.S., California State University, Long Beach, 2016, 74; 10137443
Abstract (Summary)

With the increase in science literacy in secondary classrooms within the State of California, professional development regarding science literacy is of the utmost importance. Both science literacy and effective professional development are not well-studied phenomena in the academic world. This research attempted to examine the two essential questions: the frequency with which secondary science teachers receive professional development, and the factors that allow for the self-reported increased understanding and implementation of science literacy within their classrooms.

Through this mixed-methods study, it was determined that science teachers who perceive up to three phenomena—implementability, professional practice and practicality—were more likely to increase in their understanding of science literacy and implement science literacy as a result of professional development.

Indexing (document details)
Advisor: Gomez-Zwiep, Susan
Commitee: Henriques, Laura, Straits, William
School: California State University, Long Beach
Department: Science Education
School Location: United States -- California
Source: MAI 55/06M(E), Masters Abstracts International
Subjects: Secondary education, Science education
Keywords: Literacy, Phenomenology, Science literacy
Publication Number: 10137443
ISBN: 978-1-339-93136-4
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