Publication Date

8-2018

Date of Final Oral Examination (Defense)

4-27-2018

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

Sara Hagenah, Ph.D.

Supervisory Committee Member

Keith W. Theide, Ph.D.

Supervisory Committee Member

Patrick R. Lowenthal, Ph.D.

Supervisory Committee Member

Kerry Lynn Rice, Ed.D.

Abstract

Online science courses are becoming increasingly available to K-12 students in the United States. With the utilization of these courses, it is important to facilitate student completion of laboratories as well as student interest in and use of the science and engineering practices (SEPs) of the Next Generation Science Standards (NGSS). This exploratory research provided online laboratory introductions to help students interact with the content and the instructor. The research studied if the laboratory introductions led students to ask questions about laboratories, complete laboratories, and think about and use two NGSS SEPs, specifically analyzing and interpreting data and constructing explanations and designing solutions. Archived data provided information for the background of the study. The intervention class experienced introductions to the content, procedures, and focus NGSS SEPs for online laboratories. The researcher studied qualitative and quantitative data and determined there was an increase in student completion of the laboratories in general as well as identifiable impacts on student questions and thoughts about and use of the NGSS SEPs of focus. Data included pre- and post-course surveys, student laboratory questions, laboratory completion rates, laboratory scores, and laboratory answer analyses.

DOI

10.18122/td/1431/boisestate

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