A Study of the Development of Scientific Literacy in Students of Conservative Christian Schools

Autor/in	Johns, Christopher D.
Titel	A Study of the Development of Scientific Literacy in Students of Conservative Christian Schools
Quelle	(2012), (157 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-8236-4
Schlagwörter	Hochschulschrift; Dissertation; Scientific Literacy; Christianity; Middle School Students; Parochial Schools; Scores; Science Tests; Achievement Tests; Comparative Analysis; Interviews; Science Teachers; Middle School Teachers; Grade 7; Conflict; Biblical Literature; Science Achievement; Indiana; Indiana Statewide Testing for Educational Progress + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Christentum; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Konfessionsschule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Interviewing; Interviewtechnik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 07; 7. Schuljahr; Schuljahr 07; Konflikt; Bibel
Abstract	A collision of concepts often occurs within the science classrooms of Christian schools. Students are faced with the task of accommodating biblical teachings with science theories that are not only incompatible but often directly conflicting. Teachers in the Christian school must choose to what extent and how this conflicting information will be addressed. Students must manage the tension caused by this conflict and then determine their own belief systems. High-stakes achievement testing also plays a role in the curriculum and instruction of science in the Christian school as well as public schools. Science literacy, a lifelong pursuit of understanding of the physical world, can be a victim of instructional strategies aimed at promoting student success on a specific test covering a specific set of facts instead of a comprehensive plan developed for individual-specific growth. This study was designed to gain an understanding of science literacy development of the middle school student in the Christian school. This was accomplished by comparing the individual component scores of the science Indiana Statewide Testing for Educational Progress-Plus achievement test for a 3-year period of 5 Christian schools in Indiana to the overall state averages. Armed with this information, the study, in its second phase, included interviews of the 7th-grade science teachers of the included schools. The goal of the interviews was to provide meaning and substance to the score comparisons. The purpose of the study was to understand how the students in Christian schools compared to the overall population of students in areas of science that may conflict with their Biblical beliefs. Additionally, this study was developed to understand how the science teachers in Christian schools managed the conflict that develops between the Bible and theories of science. Findings from this study showed that students in Christian schools continue to score higher than the overall population of students in all content areas in the battery of the science test. Teachers attribute these scores to the multiple substantive discussions involving the competing views of the origin of Earth and man that occur in the classroom. [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