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Title: Placing birds on a dynamic evolutionary map: Using digital tools to update the evolutionary metaphor of the "tree of life".
Creator: Stephens, Sonia, Dombrowski, Paul, Applen, John, Murphy, Patrick, Lindgren, Robb, University of Central Florida
Abstract / Description: This dissertation describes and presents a new type of interactive visualization for communicating about evolutionary biology, the dynamic evolutionary map. This web-based tool utilizes a novel map-based metaphor to visualize evolution, rather than the traditional (")tree of life.(") The dissertation begins with an analysis of the conceptual affordances of the traditional tree of life as the dominant metaphor for evolution. Next, theories from digital media, visualization, and cognitive...
Show moreThis dissertation describes and presents a new type of interactive visualization for communicating about evolutionary biology, the dynamic evolutionary map. This web-based tool utilizes a novel map-based metaphor to visualize evolution, rather than the traditional (")tree of life.(") The dissertation begins with an analysis of the conceptual affordances of the traditional tree of life as the dominant metaphor for evolution. Next, theories from digital media, visualization, and cognitive science research are synthesized to support the assertion that digital media tools can extend the types of visual metaphors we use in science communication in order to overcome conceptual limitations of traditional metaphors. These theories are then applied to a specific problem of science communication, resulting in the dynamic evolutionary map.Metaphor is a crucial part of scientific communication, and metaphor-based scientific visualizations, models, and analogies play a profound role in shaping our ideas about the world around us. Users of the dynamic evolutionary map interact with evolution in two ways: by observing the diversification of bird orders over time and by examining the evidence for avian evolution at several places in evolutionary history. By combining these two types of interaction with a non-traditional map metaphor, evolution is framed in a novel way that supplements traditional metaphors for communicating about evolution. This reframing in turn suggests new conceptual affordances to users who are learning about evolution. Empirical testing of the dynamic evolutionary map by biology novices suggests that this approach is successful in communicating evolution differently than in existing tree-based visualization methods. Results of evaluation of the map by biology experts suggest possibilities for future enhancement and testing of this visualization that would help refine these successes. This dissertation represents an important step forward in the synthesis of scientific, design, and metaphor theory, as applied to a specific problem of science communication. The dynamic evolutionary map demonstrates that these theories can be used to guide the construction of a visualization for communicating a scientific concept in a way that is both novel and grounded in theory. There are several potential applications in the fields of informal science education, formal education, and evolutionary biology for the visualization created in this dissertation. Moreover, the approach suggested in this dissertation can potentially be extended into other areas of science and science communication. By placing birds onto the dynamic evolutionary map, this dissertation points to a way forward for visualizing science communication in the future.
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Date Issued: 2012
Identifier: CFE0004639, ucf:49898
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004639

Title: Middle Grades Science in Florida: A Comparison of Student Achievement in Comprehensive and Subject-specific Science Courses 2013-2017.
Creator: Moore, Kenneth, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Gao, Su, University of Central Florida
Abstract / Description: As with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013(-)2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated,...
Show moreAs with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013(-)2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated, spiraled, interdisciplinary, multidisciplinary, thematic, or general science courses. There was a lack of research showing if either type of science course improved student achievement on standardized science assessments. Controlling for school district student population, low socio-economic status (SES) student percentage, and English learner (EL) percentage, this study compared the 2013(-)2017 8th grade FCAT 2.0 Science/SSA school district mean scale scores of two groups of school districts: those that offered comprehensive science courses and those that offered subject-specific science courses. Scores for three student groups were analyzed: all students, low SES students, and ELs. No statistically significant differences were found in school district mean scale scores or pass rates between the two school district groups. The comprehensive group mean scale scores were numerically higher, while the subject-specific group mean pass rates were numerically higher. The subject-specific group had statistically significantly higher raw scores for life science and physical science. The comprehensive group had wider dispersions of mean scale scores and pass rates, suggesting inconsistencies in implementation of comprehensive science courses. The primary implication of this study is that educational leaders should not expect to improve student science achievement simply by changing the type of science course offering. Changes should be made with consideration to student needs, school district demographics, teacher professional development and support, course structure and coherence with standards, and the need for flexibility in teacher assignments.
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Date Issued: 2018
Identifier: CFE0007410, ucf:52710
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007410

Title: UCF UPWARD BOUND PROGRAM: PROMOTING FIRST GENERATION IN COLLEGE, LOW INCOME AND MULTICULTURAL STUDENTS STEM COLLEGE SUCCESS.
Creator: Restrepo, Christina, McCloud, Rebekah, University of Central Florida
Abstract / Description: The objective of this research is to explore the perceptions of UCF Upward Bound Program participants using focus groups and pre-posttest surveys in order to assess students level of understanding of Science, Technology, Engineering, and Mathematics (STEM) related coursework, secondary education preparation in science and mathematics, and their perceptions of barriers to a STEM college education. Also, this study centers on the summer 2010 science and mathematics residential portion of the...
Show moreThe objective of this research is to explore the perceptions of UCF Upward Bound Program participants using focus groups and pre-posttest surveys in order to assess students level of understanding of Science, Technology, Engineering, and Mathematics (STEM) related coursework, secondary education preparation in science and mathematics, and their perceptions of barriers to a STEM college education. Also, this study centers on the summer 2010 science and mathematics residential portion of the Upward Bound Program. Program outcomes and effectiveness were evaluated based on the change in student insight of the Upward Bound Programs stake in their secondary education. In addition, pre-posttest measures and interviews allowed a greater understanding of teacher and parent involvement in high school coursework success. Factors that involve self-efficacy, same or other group orientation and perceptions of student college environment were also analyzed. This research facilitated the understanding of first generation, low income and multicultural students perceptions and what they view as a benefit or a hindrance to entering and successfully completing degrees in post-secondary institutions, specifically in STEM-related disciplines.
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Date Issued: 2011
Identifier: CFH0003808, ucf:44766
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003808

Title: A JOURNEY OF TEACHING AND LEARNING IN SCIENCE EDUCATION: THE MICROCULTURE OF EMERGING INQUIRY-BASED SCIENCE INSTRUCTION IN AN URBAN, LOW SOCIOECONOMIC ELEMENTARY SCHOOL SCIENCE LAB.
Creator: Dahl, Kimberly, Holt, Larry, University of Central Florida
Abstract / Description: This ethnographic study of emerging inquiry-based science instruction in an urban, low socioeconomic elementary school science lab was designed to gain insight into the perspectives of the teacher and students. The study involved a Central Florida elementary school whose population was over 80 percent African-American. In this six month study, the researcher examined the classroom setting of a science lab teacher and her fourth and fifth grade students during a six month period of time. Data...
Show moreThis ethnographic study of emerging inquiry-based science instruction in an urban, low socioeconomic elementary school science lab was designed to gain insight into the perspectives of the teacher and students. The study involved a Central Florida elementary school whose population was over 80 percent African-American. In this six month study, the researcher examined the classroom setting of a science lab teacher and her fourth and fifth grade students during a six month period of time. Data sources included interviews, field notes, reflections, and student work , which were used to identify the emerging themes and patterns in the study. The emergent themes were grouped into two categories: the perspective of the teacher and students in the inquiry environment and the microculture of the teacher and students in that environment. The teacher's perspectives on instructional strategies, standard based instructional guidelines, and the realities of teaching in an urban low socioeconomic setting were the major emergent themes. The students' perspectives into environment and sense-making of elementary school students were the other major emergent themes. Chapter I provides background and the significance of the study. Chapter II provides a research of the literature surrounding inquiry-based instruction in science education. Chapter III describes the methodology, specifically the ethnographic approach to this study. A metaphoric journey down the river of perspectives in science lab classroom sets the tone for Chapter IV. This chapter provides a "view from the shore," an introduction to the general background of the elementary school. Chapter V explores the teacher perspectives, and uses vignettes to analyze instructional strategies, questioning, assessment, standards state and district guideline and the realities of teaching. Chapter VI discusses the student perspectives, and uses vignettes to analyze behaviors and actions, responsibility of learners, assessment, and ways of knowing. Chapter VII pulls together conclusions, implications, and recommendations for further research.This study contributes to the total body of research of science education in two ways: 1. It provides student and teacher perspectives on science in an urban, low socioeconomic elementary school. 2. It provides research with a teacher and student perspective of inquiry-based science instruction.
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Date Issued: 2004
Identifier: CFE0000064, ucf:46128
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000064

Title: FLOCKS, SWARMS, CROWDS, AND SOCIETIES: ON THE SCOPE AND LIMITS OF COGNITION.
Creator: Neemeh, Zachariah A, Favela, Luis H., University of Central Florida
Abstract / Description: Traditionally, the concept of cognition has been tied to the brain or the nervous system. Recent work in various noncomputational cognitive sciences has enlarged the category of "cognitive phenomena" to include the organism and its environment, distributed cognition across networks of actors, and basic cellular functions. The meaning, scope, and limits of 'cognition' are no longer clear or well-defined. In order to properly delimit the purview of the cognitive sciences, there is a strong need...
Show moreTraditionally, the concept of cognition has been tied to the brain or the nervous system. Recent work in various noncomputational cognitive sciences has enlarged the category of "cognitive phenomena" to include the organism and its environment, distributed cognition across networks of actors, and basic cellular functions. The meaning, scope, and limits of 'cognition' are no longer clear or well-defined. In order to properly delimit the purview of the cognitive sciences, there is a strong need for a clarification of the definition of cognition. This paper will consider the outer bounds of that definition. Not all cognitive behaviors of a given organism are amenable to an analysis at the organismic or organism-environment level. In some cases, emergent cognition in collective biological and human social systems arises that is irreducible to the sum cognitions of their constituent entities. The group and social systems under consideration are more extensive and inclusive than those considered in studies of distributed cognition to date. The implications for this ultimately expand the purview of the cognitive sciences and bring back a renewed relevance for anthropology and introduce sociology on the traditional six-pronged interdisciplinary wheel of the cognitive sciences.
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Date Issued: 2017
Identifier: CFH2000191, ucf:46026
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000191

Title: THE EFFECT OF SCHOOL CULTURE ON SCIENCE EDUCATION AT AN ELEMENTARY SCHOOL: AN ETHNOGRAPHIC CASE STUDY.
Creator: Meier, Lori, Boote, David, University of Central Florida
Abstract / Description: This ethnographic case study investigated one elementary school to understand how the school's culture influenced its science curriculum design and instruction. The main data was formal and informal semi-structured interviews with key teachers to understand their values, beliefs, practices, materials, and problems with science instruction. To triangulate these data, the researcher observed classroom practice, school-wide activities, and collected artifacts and documents. Data were...
Show moreThis ethnographic case study investigated one elementary school to understand how the school's culture influenced its science curriculum design and instruction. The main data was formal and informal semi-structured interviews with key teachers to understand their values, beliefs, practices, materials, and problems with science instruction. To triangulate these data, the researcher observed classroom practice, school-wide activities, and collected artifacts and documents. Data were analyzed using a theoretical framework that emphasizes that culture cannot be reduced to beliefs, values, practices, materials or problems, but rather each aspect of culture is interdependent and mutually reinforcing. The main finding suggests that the school's culture is organized to accomplish other curricular goals than effective science education. Science is rarely taught by most teachers and rarely taught well when it is. While the teachers know the rhetoric of effective science education and value it enough to not dismiss it entirely, most value it less than most other subjects and they are not proficient with science instruction and materials. This study builds upon the literature by reiterating that school culture plays a central role in elementary science education, but adds to that literature by emphasizing that culture cannot be reduced to one or a few factors and must be seen as an organic whole.
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Date Issued: 2006
Identifier: CFE0001412, ucf:47061
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001412

Title: AN ANALYSIS OF PREDICTORS OF ENROLLMENT AND SUCCESSFUL ACHIEVEMENT FOR GIRLS IN HIGH SCHOOL ADVANCED PLACEMENT PHYSICS.
Creator: DePalma, Darlene, Boote, David, University of Central Florida
Abstract / Description: A problem within science education in the United States persists. U.S students rank lower in science than most other students from participating countries on international tests of achievement (National Center for Education Statistics, 2003). In addition, U.S. students overall enrollment rate in high school Advanced Placement (AP) physics is still low compared to other academic domains, especially for females. This problem is the background for the purpose of this study. This investigation...
Show moreA problem within science education in the United States persists. U.S students rank lower in science than most other students from participating countries on international tests of achievement (National Center for Education Statistics, 2003). In addition, U.S. students overall enrollment rate in high school Advanced Placement (AP) physics is still low compared to other academic domains, especially for females. This problem is the background for the purpose of this study. This investigation examined cognitive and motivational variables thought to play a part in the under-representation of females in AP physics. Cognitive variables consisted of mathematics, reading, and science knowledge, as measured by scores on the 10th and 11th grade Florida Comprehensive Assessment Tests (FCAT). The motivational factors of attitude, stereotypical views toward science, self-efficacy, and epistemological beliefs were measured by a questionnaire developed with question taken from previously proven reliable and valid instruments. A general survey regarding participation in extracurricular activities was also included. The sample included 12th grade students from two high schools located in Seminole County, Florida. Of the 106 participants, 20 girls and 27 boys were enrolled in AP physics, and 39 girls and 20 boys were enrolled in other elective science courses. Differences between males and females enrolled in AP physics were examined, as well as differences between females enrolled in AP physics and females that chose not to participate in AP physics, in order to determine predictors that apply exclusively to female enrollment in high school AP physics and predictors of an anticipated science related college major. Data were first analyzed by Exploratory Factor Analysis, followed by Analysis of Variance (ANOVA), independent t-tests, univariate analysis, and logistic regression analysis. One overall theme that emerged from this research was findings that refute the ideas that females have lower achievement scores, lower attitude, lower self-efficacy, and more stereotypical views regarding science than males. Secondly, the only significant differences found between males and females enrolled in AP physics were for stereotypical views toward science and one factor from the epistemological views questions, both of which favored females. Although the non AP boys significantly outscored non AP girls on science FCAT scores, the only other significant differences found between these groups of students were related to attitude, with the girls scoring higher than the boys on both counts. There were significant differences found for numerous variables between AP and non AP females, however, most of the same differences were found between the two ability groups of male students as well. This leads to the conclusion that these factors certainly play an important role in AP physics enrollment for both genders. But the few significant differences found exclusively between the two female ability groups; reading ability, stereotypical views toward science, and the epistemological beliefs regarding branches of physics being related by common principles and aspects of physics need to be inferred instead of directly measured, may play a more important role in increasing enrollment numbers of females.
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Date Issued: 2008
Identifier: CFE0002121, ucf:47533
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002121

Title: THE EFFECTS OF INCREASING FAMILY INVOLVEMENT ON STUDENT ACHIEVEMENT IN SCIENTIFIC INQUIRY.
Creator: DeNoon, Patricia, Everett, Robert, University of Central Florida
Abstract / Description: Research has shown that there is a positive correlation with student performance when there are members of the family, primarily a parent, who are actively involved with the student and their education. The following action research plan was designed to determine how increasing parental involvement affected student performance in a scientific inquiry program. This was done by offering "parenting a middle school student" workshops, encouraging family run practices at home, and inviting parents...
Show moreResearch has shown that there is a positive correlation with student performance when there are members of the family, primarily a parent, who are actively involved with the student and their education. The following action research plan was designed to determine how increasing parental involvement affected student performance in a scientific inquiry program. This was done by offering "parenting a middle school student" workshops, encouraging family run practices at home, and inviting parents to attend a class with their student. This research was conducted in a large middle school in a central Florida school district with two 7th grade classrooms. One classroom served as the control group, while the second served as the experimental group. The teacher researcher was responsible for increasing communication with the parents in regards to student behavior and/or performance. Implementation of increased communications are associated with keeping parents informed, however they only work to increase student performance if the parent uses the increased communication and applies the information to use at home. Analysis of the data indicated that there was no difference between the two classes. The majority of the invited parents in the experimental group did not participate in the parent workshops. Students in the experimental groups showed little or no difference in grades on the post unit exam or in their overall grades. Additional research with smaller sampling sizes would be a recommendation of this researcher. When working with an average of one hundred and twenty students on a regular basis, working with twenty five sets of parents to increase communication was a daunting task. The researcher would recommend having an experimental group of no more than ten for future ii i studies. Although a small sample may be sufficient for a descriptive study, it's recognized that a small sample will likely not have sufficient power to detect statistically significant differences if they exist.
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Date Issued: 2007
Identifier: CFE0001689, ucf:47219
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001689

Title: ANALYSIS OF MITOCHONDRIAL DNA CODING REGION SNPS BY PYROSEQUENCING.
Creator: Parker, Kyle, Ballantyne, Jack, University of Central Florida
Abstract / Description: To date, the use of mitochondrial DNA in forensic analysis has relied on the presence of variations in the control region to differentiate between samples. One problem that this analysis has shown is the occurrence of common Haplogroup H haplotypes or identical sequences. Thus, there is a need to enhance the distinguishing power of this type of analysis. One option has been to investigate the mitochondrial coding region for polymorphisms that could differentiate between samples with identical...
Show moreTo date, the use of mitochondrial DNA in forensic analysis has relied on the presence of variations in the control region to differentiate between samples. One problem that this analysis has shown is the occurrence of common Haplogroup H haplotypes or identical sequences. Thus, there is a need to enhance the distinguishing power of this type of analysis. One option has been to investigate the mitochondrial coding region for polymorphisms that could differentiate between samples with identical control region haplotypes. The goal of this study has been to identify polymorphic coding region sites for development in a Pyrosequencing assay that would effectively enhance the discriminatory power of mitochondrial DNA analysis. With this goal in mind, five duplexes have been successfully developed and tested, utilizing the ten polymorphic sites that had been selected, with most sites being specific to Caucasians. Validation studies were performed to test the durability of the assay. The specificity of the assay to primate and non-primate species was determined to be limited to primate species only. Sample variations, including mixtures, dilutions and environmental exposure, were utilized to assess the sensitivity of the Pyrosequencing method. It was found that a minimum initial DNA input of 10fg was necessary for reliable results. The Pyrosequencing assay was able to detect mixtures at a 1:1 ratio and environmental samples exposed to the elements from up to 1 week for blood and 6 weeks for semen. Samples designed to simulate typical casework materials were analyzed and found to provide for consistent results, including trace fingerprints and digested hair shafts. These validation results provide the conclusion that this assay is suitable for use in forensic casework and demonstrate that the mitochondrial coding region provides a viable alternative to hypervariable region analysis.
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Date Issued: 2007
Identifier: CFE0001562, ucf:47132
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001562

Title: A PHENOMENOLOGICAL STUDY OF THE PERCEPTIONS AND EXPERIENCES OF SEVEN URBAN MIDDLE SCHOOL SCIENCE TEACHERS RELATED TO RETENTION.
Creator: Dunn, Lu, Boote, David, University of Central Florida
Abstract / Description: Background: Job satisfaction is essential to retain teachers in classrooms. Increased challenges in today's classrooms discourage many teachers from reaching veteran status. Teachers with a perception that they are making a difference appear to have more resilience in the difficult times in their classrooms. Purpose: To investigate the experiences of middle school science teachers. This study explored the influence of perceptions, beliefs, and experiences on job attrition and teacher...
Show moreBackground: Job satisfaction is essential to retain teachers in classrooms. Increased challenges in today's classrooms discourage many teachers from reaching veteran status. Teachers with a perception that they are making a difference appear to have more resilience in the difficult times in their classrooms. Purpose: To investigate the experiences of middle school science teachers. This study explored the influence of perceptions, beliefs, and experiences on job attrition and teacher satisfaction; and helps explain the cumulative effects that contributed to teachers' dissatisfaction. This study analyzed the intensification of the teaching profession and the increased emotional stress this causes for teachers. Setting: Five public middle schools in a large urban school district in central Florida. A total of seven teachers participated in the study. Subjects: Seven middle school science teachers were selected based on their years of experience, method of teacher training, and ability to participate in the entire study. Research Design: Phenomenological. Data Collection and Analysis: The data were collected through focus groups, interviews, journals, and classroom observations. The audio-taped portions were transcribed then analyzed with NVivo/NUD*IST, Revision 1.2 to find common themes. The initial themes were subsequently reduced for manageability. The teachers stories were separated to provide support as the themes emerged. Findings: Teachers who were more experienced by years on the job or more extensive initial training appeared to have more resilience for the difficulties in their job. Satisfaction with their job seemed to be influenced by professional identity, teacher preparation, personal experiences, curriculum policy, and cultural diversity. Conclusions: Analyzing the perceptions and beliefs of teachers who are in classrooms can provide insights to improve conditions to encourage teachers to stay. The analysis strongly suggests that teachers who feel supported and valued are more likely to remain in the classroom in spite of the challenges they encounter.
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Date Issued: 2008
Identifier: CFE0002494, ucf:47687
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002494

Title: ADDRESSING SCIENTIFIC LITERACY THROUGH CONTENT AREA READING AND PROCESSES OF SCIENTIFIC INQUIRY: WHAT TEACHERS REPORT.
Creator: Cooper, Susan, Boote, David, University of Central Florida
Abstract / Description: The purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem...
Show moreThe purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem was investigated using grounded theory methodology. Open-ended questions were asked in three focus groups and six individual interviews that included teachers from various Florida school districts. The constant comparative approach was used to analyze the data. Initial codes were collapsed into categories to determine the conceptual relationships among the data. From this, the five core categories were determined to be Influencers, Issues, Perceptions, Class Routines, and Future Needs. These relate to the central phenomenon, Instructional Modifications, because teachers often described pragmatic and philosophical changes in their teaching as they deliberated to meet state standards in both reading and science. Although Florida's secondary science teachers have been asked to incorporate content reading strategies into their science instruction for the past several years, there was limited evidence of using these strategies to further student understanding of scientific processes. Most teachers saw little connection between reading and inquiry, other than the fact that students must know how to read to follow directions in the lab. Scientific literacy, when it was addressed by teachers, was approached mainly through class discussions, not reading. Teachers realized that students cannot learn secondary science content unless they read science text with comprehension; therefore the focus of reading instruction was on learning science content, not scientific literacy or student inquiry. Most of the teachers were actively looking for reading materials and strategies to facilitate student understanding of science concepts, but they did not want to give up limited class time attempting methods that have not been proven to be successful in science classrooms.
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Date Issued: 2004
Identifier: CFE0000266, ucf:46218
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000266

Title: THE EFFECTS OF INQUIRY AND SINGLE-GENDER GROUPING ON SECOND GRADE GIRLS' ATTITUDES AND PARTICIPATION IN SCIENCE.
Creator: Estrada, Elsy, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: Disparities between males and females in attitudes toward science have been the focus of extensive investigations. Studies have found that females feel intimidated by their male peers in science and mathematics classes, making girls less likely to participate. Their confidence in these areas decreases and they become less likely to follow related career paths. Researchers and educators are at task to find methods to provide equal learning opportunities for all students. The purpose of this...
Show moreDisparities between males and females in attitudes toward science have been the focus of extensive investigations. Studies have found that females feel intimidated by their male peers in science and mathematics classes, making girls less likely to participate. Their confidence in these areas decreases and they become less likely to follow related career paths. Researchers and educators are at task to find methods to provide equal learning opportunities for all students. The purpose of this action research was to investigate the effects of single-gender grouping and inquiry-based teaching on girls' participation and attitude in science class. This study took place in a second grade classroom at a suburban school in the fall of 2005. Surveys and interviews were used to investigate students' attitudes before and after working with inquiry learning single-gender groups. Using observations, female students' participation was recorded according to the kind of participation they exhibited – passive/assisting, active/leading, or active/manipulating. Students maintained journals to record their understanding of science content and rated the lessons. In addition to improving female students' attitudes towards science, inquiry learning fostered an increase in active student participation. Six out of the eight female students perceived that girls participated more in single-gender groups during the study than they did before the study in their regular mixed-gender groups. However, they did not report a change in their own participation in relation to their peers after working in single-gender groups. Further research with control groups was suggested with a larger and more socio-economically diverse population.
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Date Issued: 2006
Identifier: CFE0000991, ucf:46703
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000991

Title: WHAT TEACHERS WANT TO KNOW: A SYSTEMATIC REVIEW OF ACTION RESEARCH THESES RELATED TO K-8 MATHEMATICS AND SCIENCE.
Creator: Steele, Bridget, Hynes, Michael, University of Central Florida
Abstract / Description: The research conducted was a systemic review of 88 action research masters theses from a teacher enhancement program for K-8 mathematics and science at the University of Central Florida and the teachers that performed the studies. The purpose of this study is to synthesize existing research results of a collection of master's theses from a teacher enhancement program for K-8 mathematics and science teachers in order to arrive at meaningful conclusions regarding teachers' research...
Show moreThe research conducted was a systemic review of 88 action research masters theses from a teacher enhancement program for K-8 mathematics and science at the University of Central Florida and the teachers that performed the studies. The purpose of this study is to synthesize existing research results of a collection of master's theses from a teacher enhancement program for K-8 mathematics and science teachers in order to arrive at meaningful conclusions regarding teachers' research interests and classroom practices. Also, the study will help teacher educators who deliver the teacher enhancement program to improve the effectiveness of the program. A summary sheet was filled out for each thesis and teacher, and then entered into a spreadsheet that was later analyzed for reoccurring themes in the data. The results showed themes in topics of action research studies, questions in action research studies, and results of action research studies. There were no trends in characteristics of teachers performing the action research studies.
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Date Issued: 2006
Identifier: CFE0001199, ucf:46860
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001199

Title: THE EFFECTS OF THE 5E LEARNING CYCLE MODEL ON STUDENTS' UNDERSTANDING OF FORCE AND MOTION CONCEPTS.
Creator: Campbell, Meghann, Sweeney, Aldrin, University of Central Florida
Abstract / Description: As advocated by the National Research Council [NRC] (1996) and the American Association for the Advancement of Science [AAAS] (1989), a change in the manner in which science is taught must be recognized at a national level and also embraced at a level that is reflected in every science teacher's classroom. With these ideas set forth as a guide for change,this study investigated the fifth grade students' understanding of force and motion concepts as they engaged in inquiry-based science...
Show moreAs advocated by the National Research Council [NRC] (1996) and the American Association for the Advancement of Science [AAAS] (1989), a change in the manner in which science is taught must be recognized at a national level and also embraced at a level that is reflected in every science teacher's classroom. With these ideas set forth as a guide for change,this study investigated the fifth grade students' understanding of force and motion concepts as they engaged in inquiry-based science investigations through the use of the 5E Learning Cycle. The researcher's journey through this process was also a focus of the study. Initial data were provided by a pretest indicating students' understanding of force and motion concepts. Four times weekly for a period of 14 weeks, students participated in investigations related to force and motion concepts. Their subsequent understanding of these concepts and their ability to generalize their understandings was evaluated via a posttest. Additionally, a review of lab activity sheets, other classroom-based assessments, and filmed interviews allowed for the triangulation of pertinent data necessary to draw conclusions from the study. Findings showed that student knowledge of force and motion concepts did increase although their understanding as demonstrated on paper lacked completeness versus understanding in an interview setting. Survey results also showed that after the study students believed they did not learn science best via textbook-based instruction.
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Date Issued: 2006
Identifier: CFE0001007, ucf:46831
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001007

Title: URINALYSIS SCREENING OF DRUGS IN ADULTERATED SAMPLES VIA DIRECT ANALYSIS IN REAL TIME -- HIGH RESOLUTION/ MASS SPECTROMETRY (DART-HR/MS).
Creator: Olivieri, Bianca E, Bridge, Candice, University of Central Florida
Abstract / Description: Current screening methods for drug analysis with urine samples includes examination of the sample with an immunoassay. These methods are used to determine the concentration of drug metabolites contained within the sample prior to further confirmatory testing. Drug testing plays a crucial role in maintaining safe workplace environments and safety of individuals. However, a positive result can lead to heavy consequences for the employee including suspension or removal from the workplace....
Show moreCurrent screening methods for drug analysis with urine samples includes examination of the sample with an immunoassay. These methods are used to determine the concentration of drug metabolites contained within the sample prior to further confirmatory testing. Drug testing plays a crucial role in maintaining safe workplace environments and safety of individuals. However, a positive result can lead to heavy consequences for the employee including suspension or removal from the workplace. Therefore, a majority of individuals add commonly known products into the sample to evade detection by developing a false negative result. Although specimen integrity examinations are performed to identify tampering of the sample, these results are typically biased on the experience of the examiner. The purpose of this study was to develop an analytical screening technique that will detect the drug of interest as well as the presence of any additional products that may be added into the sample via Direct Analysis in Real Time � High Resolution/Mass Spectrometry (DART-HR/MS) which is an ambient ionization source that produces fast mass spectrum results that can provide semi-quantitative information of the target metabolite concentration. Although there are various studies that indicate the ability of the DART to detect drug compounds, there are no known studies that have examined how real-world urine samples are analyzed. Additionally, there are no current studies that take into consideration adulteration of the urine sample using the DART method. The results obtained in the study showed the ability for DART to identify molecular protonated peaks indicative of dextroamphetamine and/or the presence of masking agents. While the other target drugs could not be identified using this method, the identification of dextroamphetamine, adulterant products and the deuterated internal standard show promise in using this as a screening technique prior to confirmatory tests. Future work is currently being conducted to optimize the protocol for the evaluation of THC, cocaine and benzodiazepines.
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Date Issued: 2019
Identifier: CFH2000538, ucf:45623
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000538

Title: APPLICATION AND COMPARISON OF ACTIVE LEARNING IMPLEMENTATION METHODS IN BIOCHEMISTRY EDUCATION.
Creator: Thibaut, Dylan, Borgon, Robert, Caranto, Jonathan, University of Central Florida
Abstract / Description: Biochemistry has continued to be one of the most complex and important subjects in science education. The purpose of this research is to investigate active learning implementation methods in a Biochemistry I context to determine the most effective means of preparing current science undergraduates. Two Biochemistry I classes over two semesters were analyzed in this study, with class A using a variable active learning schedule and class B using a consistent active learning schedule. Four...
Show moreBiochemistry has continued to be one of the most complex and important subjects in science education. The purpose of this research is to investigate active learning implementation methods in a Biochemistry I context to determine the most effective means of preparing current science undergraduates. Two Biochemistry I classes over two semesters were analyzed in this study, with class A using a variable active learning schedule and class B using a consistent active learning schedule. Four aspects were analyzed to determine active learning validity: perception of different active learning properties, standardized final exam grades, class grade, and teaching implementation. The consistent schedule of daily active learning in class B showed an increase in mean final exam score by 12.72%, significantly improved mean student grade in the class from a high C to a low B (p= 0.0038), and comparing student perception of active learning data, showed a significant decrease in student desire for passive learning (p= 0.025), increased desire for active learning (p= 0.022), and increased desire for flipped classrooms (p= 0.042) after first experiencing opposite results in the first semester of implementation which had increased desire for passive learning (p= 0.003) and teacher-centric learning (p= 0.026). A variable active learning schedule showed no significant values besides an increase in individual learning desire (p= 0.037) and a marginally significant increase in desire for passive learning (p= 0.053) both in its second semester of implementation. This research supports that a consistent, daily active learning curriculum making up approximately 40-50% of daily instruction is preferable compared to a variable lecture schedule with active learning days in between lecture days in undergraduate Biochemistry I large-class instruction given that professors perform it over multiple semesters.
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Date Issued: 2019
Identifier: CFH2000578, ucf:45662
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000578

Title: THE LABEL OF MADNESS: THE EFFECTS OF CAREER CHOICE AND GENDER ON PERCEPTIONS OF MENTAL ILLNESS.
Creator: Vanella, Angela, Whitten, Shannon, University of Central Florida
Abstract / Description: People with creative abilities have often been stereotyped as insane, neurotic, and prone to addiction (Kaufman, Bromley, & Cole, 2006; Corrigan, 2005). These labels have perpetuated the stigma for many generations (Ludwig, 1995). In addition, females have often been stereotyped as "bad at math," but are assumed to be more verbal and creative (Quinn & Spencer, 2001). The present study hypothesized that creative writers would be stereotyped as more mentally ill, neurotic, and addicted to...
Show morePeople with creative abilities have often been stereotyped as insane, neurotic, and prone to addiction (Kaufman, Bromley, & Cole, 2006; Corrigan, 2005). These labels have perpetuated the stigma for many generations (Ludwig, 1995). In addition, females have often been stereotyped as "bad at math," but are assumed to be more verbal and creative (Quinn & Spencer, 2001). The present study hypothesized that creative writers would be stereotyped as more mentally ill, neurotic, and addicted to substances compared to scientists. It was also predicted that gender would exacerbate the phenomenon such that females would be particularly vulnerable to this stereotype. Statistical analyses revealed some interesting gender by major interactions: female creative writers were perceived as the most mentally ill, but were closely followed by male science majors. Male creative writers were actually perceived to have a relatively low level of mental illness. Interestingly, male scientists were rated as having the highest levels of drug and alcohol abuse, whereas male creative writers were perceived to have relatively fewer symptoms of substance abuse. The reverse pattern was true for females. This research confirmed the stereotype of insanity among artists for females but also revealed a tendency towards pathology-based stereotyping of male scientists. Stereotypes negatively affect the targeted populations and perpetuate the stigmas against them. This research attempted to advance understanding as an initial step towards alleviating unwarranted stereotypes.
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Date Issued: 2013
Identifier: CFH0004384, ucf:44983
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004384

Title: USING PICTUREBOOKS TO ENHANCE THIRD GRADE SCIENCE INSTRUCTION AND MEET THE ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS.
Creator: Chippa, Onaiza, Hoffman, Elizabeth, University of Central Florida
Abstract / Description: Teachers are constantly being asked to use innovative ways to teach core subjects, especially science. Teachers need to get students engaged and actively learning, at all times and that is not an easy task. The purpose of this project was to explore the use of quality children's literature in enhancing science instruction in the third grade curriculum while implementing and helping students meet the English Language Arts Common Core State Standards (ELA CCSS). I researched how using children...
Show moreTeachers are constantly being asked to use innovative ways to teach core subjects, especially science. Teachers need to get students engaged and actively learning, at all times and that is not an easy task. The purpose of this project was to explore the use of quality children's literature in enhancing science instruction in the third grade curriculum while implementing and helping students meet the English Language Arts Common Core State Standards (ELA CCSS). I researched how using children's literature in the science curriculum may be beneficial for students. I have created a handbook that third grade teachers can use as a resource to enhance their science curricula. This handbook breaks down the four bodies of knowledge (Life Science, Earth and Space Science, Physical Science, and Nature of Science) and eleven big ideas for the third grade NGSSS. It includes titles and short descriptions of picturebooks that relate to those benchmarks. It also relates the third grade science benchmarks to the ELA CCSS through activities teachers can use to teach any given benchmark.
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Date Issued: 2013
Identifier: CFH0004520, ucf:45182
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004520

Title: Comparative Analysis of the Relationship between State Security and Ethnic Minority Oppression.
Creator: Lanza, Grayson, Sadri, Houman, Reynolds, Teddy, Mirilovic, Nikola, University of Central Florida
Abstract / Description: This research investigates the relationship between the state economic outlook, state security apparatus and the presence of ethnic minority oppression within the state's borders. Modern states have developed extensive security apparatuses as they have developed their economies and this research intended to identify the possibility of a connection between the development of these aspects of the state in relation to ethnic minority repression. The research is broken up into a research design...
Show moreThis research investigates the relationship between the state economic outlook, state security apparatus and the presence of ethnic minority oppression within the state's borders. Modern states have developed extensive security apparatuses as they have developed their economies and this research intended to identify the possibility of a connection between the development of these aspects of the state in relation to ethnic minority repression. The research is broken up into a research design and introductory section, a case study section, and a final analysis and conclusion section. Each of the four case studies studied a and ethnic minority relationship, and in total there were three states and four ethnic minorities researched.The research analyzed four studies and studied relationships between the economic outlook of the state, its security outlook, cultural issues, and how these relate to ethnic minority oppression. The findings of the study indicate some degree of relationship between all the aforementioned variables. The study suggests that the relationship between the state security apparatus and ethnic minority oppression is second to that of a state's economic outlook and ethnic minority oppression and that the security outlook of a state is not an alternative explanation for state repression.Future research questions recommended suggestions are predicated off the results of this research that showed the primacy of state economic outlook. It is recommended for further research into the spatial relationship between ethnic minorities and the productive forces of states, if and how colonial theories can be applied to states that are not settler-colonial in their foundation in relation to ethnic minorities, and how state security apparatuses have developed and how they interact with ethnic minorities.
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Date Issued: 2019
Identifier: CFE0007483, ucf:52670
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007483

Title: A CONTENT ANALYSIS OF JIHADIST MAGAZINES: THEORETICAL PERSPECTIVES.
Creator: Udani, Catalina M, Matusitz, Jonathan, Neuberger, Lindsay; Reynolds, Ted, University of Central Florida
Abstract / Description: During its violent spread across the Middle East, the Islamic State of Iraq and Sham (ISIS) amassed both a local and international following in large part due to its usage of emergent media distribution. Beginning in 2014, ISIS's Ministry of Media published an English-language magazine, Dabiq, disseminating its issues through online platforms. Dabiq and its successor Rumiyah both serve as propagandistic recruitment material for ISIS's international community as well as broadcasting the...
Show moreDuring its violent spread across the Middle East, the Islamic State of Iraq and Sham (ISIS) amassed both a local and international following in large part due to its usage of emergent media distribution. Beginning in 2014, ISIS's Ministry of Media published an English-language magazine, Dabiq, disseminating its issues through online platforms. Dabiq and its successor Rumiyah both serve as propagandistic recruitment material for ISIS's international community as well as broadcasting the message of the jihadist movement to ISIS's enemies. This study analyzed ISIS's publications using a qualitative content analysis in order to identify jihadist recruitment strategies through the perspectives of agenda-setting theory, the diffusion of innovations, symbolic convergence theory, and speech codes theory. These communication theories characterize the roles that civilizational conflict, population demographics, narrative themes, and emergent media play in the diffusion of the jihadist movement. This study samples the textual content and imagery of issues of Dabiq and Rumiyah, using thematic analysis to procedurally code the data by recognizing shared characteristics and concepts. The fundamental goal of this study is to gain a greater understanding of the way ISIS, its members, and the jihadist movement communicate their intentions, with the hope of preventing further recruitment and radicalization. The two following research questions drive this study: (1) What themes are present in the ISIS publications of Dabiq and Rumiyah? (2) How do the themes of these publications vary over time?
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Date Issued: 2018
Identifier: CFH2000351, ucf:52905
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000351

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