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Determining the alignment between what teachers are expected to teach, what they know, and how they assess scientific literacy

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dc.contributor.authorPitot, Lisa Noel, author
dc.contributor.authorBalgopal, Meena, advisor
dc.contributor.authorCooner, Donna, committee member
dc.contributor.authorRambo-Hernandez, Karen, committee member
dc.contributor.authorCoke, Pamela, committee member
dc.date.accessioned2007-01-03T06:43:01Z
dc.date.available2007-01-03T06:43:01Z
dc.date.issued2014
dc.description.abstractScience education reform efforts have highlighted the need for a scientifically literate citizen, capable of using their scientific knowledge and skills for reasoning, argumentation, and decision-making. Yet little is known about secondary science teachers' understandings of these reform efforts, specifically their knowledge, skills, and abilities related to scientific literacy. In addition to reform efforts, education policies have been enacted by states that rate a teachers' effectiveness in part on their students' performance on high stakes assessments. This study used multiple methods to examine a) teacher perceptions of scientific literacy, b) their scientific literacy, and c) their abilities to develop common science assessments that reflect scientific literacy skills defined by science education reformers. Using constant comparative analysis, open survey responses from secondary science teachers (n =48) from one district revealed that their perceptions of scientific literacy are not in alignment with those of science education reforms. Secondary science teachers (n =28) demonstrated as a group that they were scientifically literate. The assessments (n= 13) secondary science teachers developed did not align with the scientific literacy sub-constructs as defined by science education reformers. These finding inform the types of professional development would benefit secondary science teachers.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierPitot_colostate_0053A_12336.pdf
dc.identifier.urihttp://hdl.handle.net/10217/82631
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectassessment development
dc.subjectscientific literacy
dc.subjectscientific argumentation
dc.subjectscience teaching
dc.titleDetermining the alignment between what teachers are expected to teach, what they know, and how they assess scientific literacy
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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