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Comprehensive review ph d
- 1. Sydney M. vanderWal Comprehensive Review May 20, 2011
- 2. Taking digital classroom photographs and displaying these photographs of student exploring scientific discoveries is what I do…. But I am not sure if it makes a difference in their cognitive growth.
Hinweis der Redaktion
- Metacognition was my first focus. I had grand ideas of measuring critical thinking through science notebooking.(Draw-A-Scientist) Leadership characteristics: I admire, honesty, forward-looking, competent and inspiring, Also believe Northouse (2007)in the the belief leadership is inborn having traits of ; intelligence, self-confidence, determination , integrity and sociability, Transformational leadership. I believe leadership is who you are not what you do. John Dewey: Engating students to use inquiruy and senses to synthesis hand on science exploration experiences and active manipulation of the enviroment. Lev Vygotsky:internalizing the enthusiastic culture of scientific exploration transforming a social phenomena to a more personal scientific mental construct. Lave and Wegner: A community of practice and situated learning will promote scientific exploration. Leadership Statement: Leadership is who you are not what you do. It is a moment–by-moment commitment to becoming the best you can possible be by genuinely thinking of all those within your world first and by not focusing on a specific outcome but on a lifetime of transparent, honest, trustworthy, empowering, inspiring, transformational, integrity, reflective illumination of one’s life legacy.
- Effectiveness of declarative memory retrieval treatments with four levels notebook, digital pictures, notebook and pictures, control. Dependent variable assessment scores. Research Question: What memory retrieval recourses can enhance a higher declarative memory recall ( test scores) on a summative standardized science assessment. Findings: Results indicate that after controlling for pre-test scores there was not a significance between post-test score and pre-test scores, F (3,74) = 2.56, p=. 061, partial eta 2 = .094. Multiple choice:Results indicate that after controlling the pre-test multiple choice scores there was statistical significance with post-test multiple choice scores and, F (3,73) = 3.21, p=. 028, partial eta 2 = .117 with an observed power of .71 Written Response:The outcome indicates that after controlling for pre-test written response scores, there was no statistical significance between post-test written response scores and pre-test written response scores, F (3,74) = ,97, p=. 411, partial eta 2 = .038 with an observed power of .71. Extra Credit :Results indicate that after controlling the pre-test extra credit scores, there was a significance between post-test extra credit response scores, F (3,73) = 4.07, p=. 010, partial eta 2 = .143 with an observed power of .82. Pairwise comparisons point to a statistically significance contrast between two pairs of treatment variable. Once again pictures and the pic and notebook are statistically significant ( p = .007, d= -1.38). The other pairwise statistical significant data lies in the independent variable, control group and pic and notebook ( p = .002, d=- 1.71).
- Three themes were prevalent in the findings, (i) digital captures enforce language comprehension, (ii) digital captures stimulate informative thought allowing existing knowledge to be retrievable at a greater depth, and (iii) digital captures illustrate what it means to do science transferring personal ownership qualities.