Literaturnachweis - Detailanzeige
| Autor/in | Bekin, Mahmut |
|---|---|
| Titel | Effects of Project-Based Assessment on the Attitudes towards Science of Ninth Grade Students with Learning Difficulties in a Biology Course |
| Quelle | (2023), (89 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Massachusetts Lowell |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-9681-1 |
| Schlagwörter | Hochschulschrift; Dissertation; Students with Disabilities; Learning Problems; STEM Education; Grade 9; Problem Solving; Critical Thinking; Cooperation; Student Attitudes; Biology; Student Projects; Program Effectiveness; Learner Engagement |
| Abstract | SWLD are often underperforming in STEM courses compared to their peers without learning difficulties. Furthermore, how students perform in 9th grade is found to be a strong predictor of high school success, graduation, enrolling, and persisting in college (Easton et al., 2017). The study aimed to investigate whether the use of PBA, a student-centered approach that emphasizes problem-solving, critical thinking, and collaboration, could enhance the attitudes towards science of SWLD in a biology course. The significance of providing project-based assessments is crucial, as traditional assessments may not capture the full range of skills and abilities of SWLD. Additionally, traditional assessments do not promote active learning or offer opportunities for students to apply their knowledge to real-life situations. The study incorporated an exploratory case study design with qualitative techniques. The sample consisted of seven SWLD students enrolled in a ninth-grade biology course. Data were triangulated using student interviews, classroom observations, and artifact collection before, during, and after the PBA. The findings of the study indicated that PBA approach was more accessible to SWLD, lead to improved attitudes towards science, and improved engagement. This study suggests that PBA is a promising approach to enhance the attitudes towards science of SWLD in a biology course. The findings of this study have implications for educators and policymakers who aim to improve the STEM education of SWLD. By providing project-based assessments, educators can create a more inclusive learning environment that meets the diverse needs of SWLD. This study could be extended to explore the academic impacts of PBA with a larger sample size, at a longer time frame, with other science subjects, and with quantitative techniques in the future. [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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