Sparking Engagement in Science Education: A Study on Implementing the Ambitious Science Teaching Framework Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/3r074v704

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  • While student teaching at West Valley High (a pseudonym), I noticed that the teaching style my students were used to didn’t seem to offer students many opportunities to engage with the content and come to deep understandings. Mainly, the class seemed centered around lecture on a topic and confirmatory activities. I wondered how effective the Ambitious Science Teaching (AST) framework would be at engaging students by offering more opportunities for engagement. To test the effectiveness of AST, I taught two units on biology one with the traditional teaching style my students were used to and one using the AST framework. At the end of each unit, I conducted a quick survey of the class to measure their engagement in different ways. After comparing student engagement between a traditional style unit and an AST unit, it was obvious through student curiosity and thirst to learn that the later was much more effective at engaging students. In the future, I will try to implement AST practices as much as possible if it results in such engagement of my students.
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2016-06-08T14:05:49Z (GMT) No. of bitstreams: 2 license_rdf: 1223 bytes, checksum: d127a3413712d6c6e962d5d436c463fc (MD5) MigliaccioTysonR2016.pdf: 614346 bytes, checksum: 18347e218181f49f290a9bb7d0a31f0d (MD5)
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  • description.provenance : Made available in DSpace on 2016-06-08T14:05:49Z (GMT). No. of bitstreams: 2 license_rdf: 1223 bytes, checksum: d127a3413712d6c6e962d5d436c463fc (MD5) MigliaccioTysonR2016.pdf: 614346 bytes, checksum: 18347e218181f49f290a9bb7d0a31f0d (MD5) Previous issue date: 2016-06-02

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