Asthma in the Community: Designing Instruction to Help Students Explore Scientific Dilemmas that Impact Their Lives

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Autor/in	Tate, Erika Dawn
Titel	Asthma in the Community: Designing Instruction to Help Students Explore Scientific Dilemmas that Impact Their Lives
Quelle	(2009), (318 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Berkeley
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1094-8091-7
Schlagwörter	Hochschulschrift; Dissertation; Evidence; Prior Learning; Program Effectiveness; Science Instruction; Public Health; Diseases; Physiology; Educational Opportunities; Science Curriculum; High Schools; Secondary School Science; Scaffolding (Teaching Technique); Longitudinal Studies; Feedback (Response); Data Analysis; Health Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Evidenz; Vorkenntnisse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gesundheitswesen; Disease; Krankheit; Physiologie; Bildungsangebot; Bildungschance; High school; Oberschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Auswertung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung
Abstract	School science instruction that connects to students' diverse home, cultural, or linguistic experiences can encourage lifelong participation in the scientific dilemmas that impact students' lives. This dissertation seeks effective ways to support high school students as they learn complex science topics and use their knowledge to transform their personal and community environments. Applying the knowledge integration perspective, I collaborated with education, science, and community partners to design a technology enhanced science module, "Improving Your Community's Asthma Problem". This exemplar community science curriculum afforded students the opportunity to (a) investigate a local community health issue, (b) interact with relevant evidence related to physiology, clinical management, and environmental risks, and (c) construct an integrated understanding of the asthma problem in their community. To identify effective instructional scaffolds that engage students in the knowledge integration process and prepare them to participate in community science, I conducted 2 years of research that included 5 schools, 10 teachers, and over 500 students. This dissertation reports on four studies that analyzed student responses on pre-, post-, and embedded assessments. Researching across four design stages, the iterative design study investigated how to best embed the visualizations of the physiological processes breathing, asthma attack, and the allergic immune response in an inquiry activity and informed evidence-based revisions to the module. The evaluation study investigated the impact of this revised Asthma module across multiple classrooms and differences in students' prior knowledge. Combining evidence of student learning from the iterative and evaluation studies with classroom observations and teacher interviews, the longitudinal study explored the impact of teacher practices on student learning in years 1 and 2. In the final chapter, I studied how the Asthma module and students' local community influenced students as they integrated their ideas related to perspectives, evidence use, the consideration of tradeoffs, and localization to construct explanations and decision justifications regarding their community's asthma problem. In the end, this dissertation offers evidence that informs the future design of community science instruction that successfully engages students in the knowledge integration process and has implications for creating multiple opportunities for students to meaningfully participate in community science. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10