Within the last twenty years, reform documents have been penned in order to define and codify standards for improved science education practices. A major theme within these documents is the attainment of student understanding of the nature of science through tasks that more closely resemble how science really works. My research deals with two specific approaches to authenticity in science education: inquiry-based teaching in middle-school and high-school and a research experience for undergraduates (REU) program in chemical biology. Through my research, I have made four assertions about authenticity in science education: (1) Educators' research experiences lend credibility to students' own science education experiences, (2) Undergraduate students give ownership priority over science-like activities when assessing authenticity, (3) Educators need support to implement authentic science activities (including inquiry) into the classroom setting, and (4) Students (and educators) at all levels benefit from experiences with authentic science practices.
|Advisor:||Weaver, Gabriela C.|
|Commitee:||Bodner, George M., Harbor, Jon M., Towns, Marcy H.|
|School Location:||United States -- Indiana|
|Source:||DAI-A 68/12, Dissertation Abstracts International|
|Subjects:||Chemistry, Secondary education, Science education|
|Keywords:||Authentic environments, Authenticity, Chemical biology, E-2020, Inquiry, Inquiry-based science, REU, Research experience, Science, Student attitudes|
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