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Dissertation/Thesis Abstract

Research experience and inquiry: Uses and effects of authentic environments in science education
by Steward, Jason Lee, Ph.D., Purdue University, 2007, 162; 3291067
Abstract (Summary)

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.

Indexing (document details)
Advisor: Weaver, Gabriela C.
Commitee: Bodner, George M., Harbor, Jon M., Towns, Marcy H.
School: Purdue University
Department: Chemistry
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
Publication Number: 3291067
ISBN: 978-0-549-35751-3
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