Theses and Dissertations

Permanent link for this collectionhttps://hdl.handle.net/2022/20633

This collection contains theses and dissertations from students who have completed Master of Education (M.S.Ed.), Education Specialist (Ed.S.), and Doctor of Education (Ed.D.) degrees in the School of Education.

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Browsing Theses and Dissertations by Author "Akerson, Valarie L."

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    AN ACTION RESEARCH INVESTIGATION: ENHANCING DUAL CREDIT BIOLOGY STUDENTS’ SCIENTIFIC LITERACY SKILLS THROUGH METACOGNITIVE READING INTERVENTIONS
    ([Bloomington, Ind.] : Indiana University, 2024-06) Harshberger, Shellie Anne; Akerson, Valarie L.
    Many of the 21st century challenges are rooted in scientific issues and intricately linked to political decision-making, emphasizing the critical need for a scientifically literate public. Moreover, empirical evidence suggests a substantial deficiency in scientific literacy among the populace, especially noticeable among those with only a high school education, thus unveiling a significant gap in scientific understanding within this demographic. Furthermore, amidst widespread social media usage and heightened political polarization, concerns about the public’s susceptibility to misinformation are mounting. In response, this study implemented a mixed-methods action research approach aimed at enhancing dual credit high school students’ scientific literacy by refining their overall reading comprehension skills through metacognitive interventions. For this research endeavor, students were initially assessed using a well-established tool to gauge their baseline scientific literacy before engaging in scaffolded lessons that progressed from tertiary to primary literature. Spanning 19 class periods, equivalent to approximately 15 hours of instruction, participants were taught pre-reading, during-reading, and post-reading metacognitive strategies. These approaches aimed to bolster general literacy skills, with the expectation that the improved literacy would consequently elevate scientific literacy. At the conclusion of the intervention, students underwent the same assessment as a post-test, which also featured an additional essay question prompting them to reflect on their experience with the intervention. Both quantitative and qualitative data were analyzed to evaluate the intervention’s impact. Quantitative analysis unveiled a statistically significant enhancement in students’ scientific literacy levels, as validated by a two-tailed t-test. Qualitative exploration revealed an upward trend in scientific literacy among participants over the study duration. Student feedback emphasized two prevalent themes: heightened confidence in navigating scientific literature and an increased awareness of the importance of critically assessing scientific texts for credibility. Thus, educators can bolster students’ scientific literacy by equipping them with metacognitive reading skills. The significance of this study expands beyond academic spheres, as misinformation has been identified as a significant contributor to mortality rates in the United States. Consequently, this research becomes crucial for current and future generations, as it addresses the pressing need to counter misinformation and promote scientific literacy.
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    ENSURING EQUITABLE OPPORTUNITIES TO IMPROVE HOW BLIND STUDENTS CONCEPTUALIZE THE NATURE OF SCIENCE
    ([Bloomington, Ind.] : Indiana University, 2025-01) Stamper, Tina Noelle; Akerson, Valarie L.
    This study explored the impact of online explicit-reflective instruction on visually impaired students’ conceptions of the Nature of Science (NOS). Blind and low vision students enrolled in grades K-12 were recruited to participate in a six-week, online, Saturday science program during which they engaged in tactile NOS activities and received explicit-reflective NOS instruction. In order to assess the students’ understandings of various NOS aspects, students completed the Views of Nature of Science (VNOS) questionnaire, pre- and post-NOS instruction. Additional qualitative data were obtained from weekly exit slips, the students’ verbal commentary, semi-structured interviews, and a teaching journal kept by the instructor of the science program. The study participants, as a whole, were shown to hold a majority of inadequate views on the various aspects of NOS prior to receiving any explicit-reflective NOS instruction. However, results showed that after receiving explicit-reflective NOS instruction, the students were able to improve their understandings of the creative, empirical, subjective, and tentative aspects of NOS, as well as being able to distinguish between the scientific processes of observation and inference. Results also indicated that the students found science to be fun and were willing and able to actively engage in adapted NOS activities. Based upon these findings, it is imperative that researchers identify ways to provide blind and low vision students with equitable and inclusive opportunities to comprehend NOS ideas as a means to increase their scientific literacy and to make informed decisions about the world around them.