Literaturnachweis - Detailanzeige
| Autor/in | Genskow, Elizabeth Ann |
|---|---|
| Titel | Qualitative Case Study of the Experiences of Significant Figure Instruction in Metro Area of Minnesota |
| Quelle | (2023), (136 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-6109-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Measurement; High School Teachers; Science Instruction; Chemistry; Teacher Attitudes; Minnesota |
| Abstract | Significant figures in a measurement are all the digits known plus one more digit that is uncertain or estimated. The problem addressed by this study is inconsistencies in the instruction of significant figures in high school chemistry. This study examined teacher experience as related to the teaching of significant figures. The individuals affected or impacted by this problem are the teachers of significant figures. The purpose of this qualitative multiple case study was to understand high school chemistry teachers' experiences with inconsistencies in significant figure instruction. A case study design was used to determine the teacher's experiences with significant figure instruction. The theoretical framework used in this study was social constructivism. This framework was chosen because it looks at the world around an individual. Social constructivism fits the purpose because it looked to explain phenomenon that centers around an individual. The most appropriate design for this research is a qualitative multiple case study design. The sample size was six cases. Three forms of data were used including researcher journals, interview responses, and participant journals. Four themes emerged were instruction as it relates to labs and measurements, instruction as it relates to approximations and abstract statements, lab and measurement experiences, and inconsistencies in the teachings of significant figures. A recommended future action would be a lab experiment in delivering the rules and understanding where the error lies in a measurement. Secondly, another future action would be to develop professional development with other chemistry teachers to ensure common instruction. Thirdly, the recommended action would be to use significant figures in a common way. The fundamental recommendation for future research is to study why there are inconsistencies in the teachings and experiences of significant figures. Secondly, to study types of professional development that would be best for the instruction of significant figures, and finally would be to investigate the enforcement of significant figures. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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