Samson Nashon

Professor

Relevant Degree Programs

 

Great Supervisor Week Mentions

Each year graduate students are encouraged to give kudos to their supervisors through social media and our website as part of #GreatSupervisorWeek. Below are students who mentioned this supervisor since the initiative was started in 2017.

 

Dr. Nashon's genuine care and support is truly admirable. He believes in supporting and educating the whole person by caring for their wellbeing and intellectual development. I am truly thankful for his support.

Kshamta Hunter (2018)

 

Graduate Student Supervision

Doctoral Student Supervision (Jan 2008 - May 2019)
International students' epistemologies and learning experiences in specially designed first-year chemistry courses (2019)

First-year university science courses are often challenging for a majority of students coming out of high school, with international students having even greater adjustment difficulties. This may be due to differences between the epistemologies held by the students and the epistemological expectations of the science courses. Active learning environments have different epistemological expectations than traditional lectures and international students may have inadequate prior experiences with this mode of learning science. Thus, an exploratory case study approach to investigate first-year international students’ epistemologies and experiences in their chemistry courses within the Vantage One Science Program was conducted. Vantage One Programs, which reside in Vantage College at the University of British Columbia, admits and offers first-year programs to international students from non-English speaking countries. The case study largely employed a mixed methods methodology that used both quantitative and qualitative tools for data collection. To assess the students’ epistemologies, the Epistemological Beliefs about Physical Sciences (EBAPS) instrument was administered three times during the program. The three data sets were analyzed using exploratory and confirmatory factor analysis to determine dominant factors underlying the students’ responses to the items on the EBAPS, interpreted as a description of the key student epistemologies. Student grades from CHEM 121 and CHEM 123 courses were also collected and correlated with scores from the EBAPS questionnaire. Qualitative methods were used to examine students’ epistemologies and their views on their experiences. These methods included classroom observations, one-on-one semi-structured and task-based interviews and focus group interviews. The results indicate that some aspects of student epistemologies transformed over the course of the first year Vantage program while others aspects remained the same. When factors did transform, they transformed towards more canonical epistemologies. Transformations included valuing peers and oneself as a source of science knowledge and becoming more aware of the nature of science. Some of these transformations can be attributed to the pedagogy experienced in Vantage One Science Program, including the use of peer-learning pedagogy and inquiry-based learning. Both qualitative and quantitative data suggest that more canonical views are associated with positive study approaches, problem-solving strategies, and academic performance.

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Teachers’ perspectives on culturally diverse classrooms and responsive science and mathematics teaching (2018)

This study focused on investigating Kindergarten to Grade12 (K-12) teachers’ perspectives about the effects of students’ cultural diversity on their science and mathematics teaching and their perspectives and understandings of culturally responsive teaching. Largely informed by the principles of qualitative case study approach, this investigation employed phenomenographic methods including individual teacher interviews and informal observations of select science and mathematics classrooms for data collection and analysis. Participants included ten teachers from Vancouver, a major urban city in Western Canada.A synthesized theoretical framework of (trans-multi)culturally responsive education comprising of critical and transformational multicultural education perspectives and complementing notions of culturally responsive teaching served as a guiding lens to analyze and interpret the data. Two research questions were addressed: 1) What are K-12 teachers’ perspectives about the effect of cultural diversity on their science and mathematics teaching? 2) What are the teachers’ understandings of and perspectives on culturally responsive teaching as a viable strategy for teaching science and mathematics in their cultural diversity-rich classrooms? Key findings illustrate that: 1) teachers described students’ cultural diversity as a mosaic as well as a strength and a challenge; 2) teachers recognized the level of English language competency as one of the key systemic factors compounding the challenges associated with students’ cultural diversity; 3) lack of culturally relevant resources, support and training serve as an impediment to teachers’ successful integration of Indigenous knowledges in their science and mathematics classrooms; 4) teachers’ perspectives of science and mathematics, cultural diversity, and Canadian culture were full of contradictions; and 5) teachers’ understandings of culturally responsive teaching and its manifestation in their classrooms were diverse and full of conundrums.The findings have implications for future research on how teachers’ perspectives of students’ cultural diversity influence their expectations of culturally diverse students’ engagement and achievements, and their assessment practices in science and mathematics classrooms. The findings also demand further research focusing on whether teaching the content of science and mathematics limits teachers’ pedagogical responsiveness where they may merely “talk the walk” of multicultural education without realizing the actual potential of students’ and communal funds of knowledges in their diversity-rich classrooms.

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Rethinking the growth mantra : an exploration of the post-normal world of declining conventional fossil energy (2017)

This dissertation represents a meta-survey of evidence projecting a future of conventional fossil energy decline, and the rapid disappearance of highest quality conventional energy sources. Evidence also suggest that increasing costs of fossil fuel production and declining energetic quality of replacements, point to a growing uneconomic cost of fossil fuel consumption. This indicates the need to challenge the benefits of continued fossil fuel consumption due to the growing devastation on humanity associated with accelerating global climate disruption. Resistance to transitioning away from fossil fuel consumption is documented, with major corporations continuing to promote continued fossil energy consumption using multiple think tanks and political agencies. This dissertation supports the findings of the original 1973 Limits to Growth models projecting an end to the modern “Business as Usual” (BAU) industrial age civilization from two aspects: growing resource depletion, and the expected decline of industrial and services per capita. Evidence indicates that dedicated efforts to continue BAU fossil fuel consumption could end in the collapse of energetic structures essential to industrial civilization, leaving humanity in an energy impoverished position struggling to adapt to increasing global climate disruption. This evidence suggests that the education and knowledge developed in a civilization, where nearly everything created in past generations of increasing fossil fuel consumption risks redundancy in a new ontological world of learning to live with declining per capita energy. This transdisciplinary dissertation surveying these emerging trends in petroleum geology, energy related economics and climate science, collectively dictate that a post-carbon future and the changes that accompany it is one that educators must not ignore.

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Teacher candidates’ imaginative capacity and dispositions toward using ICT in practice (2016)

The study investigated the relationship between instructional discourses in a pre-service teacher education program and teacher candidates’ subsequent plans to use ICT in their professional practice. Teacher candidates’ dispositions, in terms of comportment and composure, were seen as indicative of the quality of their relationship with ICT. Teacher candidates’ manifestations of these dispositions, in terms of ICT imaginative capacity, were seen as indicative of the characteristics of their use (what they had the capacity to imagine and the capability to implement). Manifestations of dispositions were described as displays of ICT imaginative capacity. The setting for the study was a post-baccalaureate two-year teacher education program in a large regional university in western Canada. Participants in the study were comprised of a thirty-eight member cohort of teacher candidates in the first year of their two-year program. A sub-group of teacher candidates was self-selected from the cohort and participated in a research intervention. This study adapted a social constructivist theoretical framework complemented by an enactive analysis of social interactions examining communicative events from the teacher education program. An interpretive case study methodology collected data from teacher education classes, teacher candidate questionnaires, and focus group discussions. These three datasets were analyzed and interpreted to explore relationships between instructional discourses and teacher candidates’ dispositions toward using ICT. Findings document teacher candidates’ dispositions toward using ICT as demonstrated by their capacity to imagine using ICT and their capability to implement these imaginings in practice. Conclusions suggest a need for further research into “ecologies of learning”. Recommendations also include a need to investigate instructional discourses with regards to developing ICT imaginative capacity and imaginative capability. The need to develop imaginative capacity extends beyond when, where, why, how, or what ICT teachers learn to use in practice.

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Investigating undergraduate students' metacognitive transformations in an introductory organic chemistry course (2015)

Recently, there has been a considerable number of curricular and pedagogical reform efforts in undergraduate science education to shift from traditional methods of lecturing and assessment to more active, learning-centered environments. While these shifts have introduced significant improvements in students’ conceptions of and engagement with science, the importance of how students learn science is often overshadowed. More specifically, there exists a need to address and enhance students’ metacognitive knowledge and regulation to assist them in effectively monitoring, evaluating, and planning their learning. This study investigated the catalysts that influenced students’ metacognitive transformations in an introductory organic chemistry course for biological science majors. A case study approach employing a combination of surveys, classroom observations, and interviews was used to investigate: 1) the catalysts (and their characteristics) influencing students’ metacognitive transformations; 2) the role of social environments in these transformations; and 3) the supports/barriers various groups of students perceived as influential to their metacognitive transformation. Analysis of the data corpus suggested performance-based assessment methods as the most influential to students’ metacognitive transformations and as overshadowing the resources designed to enhance students’ metacognition and self-efficacy. Despite the desire to engage students with their learning, the results from the SEMLI-S (Self-Efficacy and Metacognition Learning Inventory – Science) survey revealed a significant drop in students’ ability: to connect constructively with the course material; to effectively monitor, evaluate, and plan their learning; and to be confident in their ability to succeed in the course. Students attributed their lack of prerequisite content and metacognitive knowledge and the overwhelming quantity of course content as constraining their ability to actively engage in their learning. Some students, however, successfully employed metacognitiveiistrategies and offered explicit descriptions of how and why they developed and/or adapted their learning strategies prior to or during the course of the semester. This study also provided insight into how students perceived and negotiated their learning, both individually and collaboratively. The findings from this study have implications on how undergraduate science curriculum and pedagogy might embrace learner-centered pedagogies to enhance students’ metacognition and self-efficacy.

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Ugandan students' perspectives on the spread and prevention of hiv/aids : cultural practices and education (2015)

My study investigated perspectives that underlie Ugandan high school students’ understandings of the spread and prevention of HIV/AIDS and how they influenced by cultural practices. I adopted an interpretive case study approach that employed mixed methods, guided by the sociocultural and practice theoretical frameworks. Data were collected on students from seven select schools in central Uganda over 12 weeks. The students participated in the study by completing an adopted HIV/AIDS knowledge questionnaire with a transformed scale from True/Fase to Likert before and after experiencing HIV/AIDS lesson instructions. The questionnaire served as a stimulus to evocation of the students’ perspectives. These perspectives were extracted from the questionnaire data using Principal Component Analysis. Results revealed five key perspectives: Perceptual and behavioural risks associated with proximity to HIV/AIDS victims; Hygienic practices; Behavioural/practice causes and transmission of HIV/AIDS; Predictive, preventive and transmissive knowledge of HIV/AIDS; and Naïve notions of prevention and treatment of HIV/AIDS. These perspectives were further interrogated through qualitative methods including classroom observation and focus group interview/discussions. After HIV/AIDS-focused lessons, a similar analysis on the after lesson questionnaire data also revealed that underlay students’ understandings of the spread and prevention of HIV/AIDS. Three of the pre-lesson perspectives persisted while two (Hygienic practices and Behavioural/practice causes and transmission of HIV/AIDS) collapsed, with two new ones (Taboo-like prescriptions of knowledge of infection) emerging in the after lesson experience analysis. Also a realization emerged among the students of the greater risk of HIV/AIDS infection if they subverted the cultural norms. It became noteworthy that the students communicated their understandings metaphorically, which often conveyed unscientific understandings about the spread and prevention of HIV/AIDS. The study’s findings have critical implications for policy and the way curricula and instruction are interpreted and enacted in the classroom.

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Physics teachers and China's curriculum reform : the interplay between agency and structure (2014)

This study explored how individual and collective agencies among physics teachers in a select high school were enabled and constrained in the context of the on-going curriculum reform in China. Human agency as used in this study was informed by five perspectives: Bandura’s Social Cognitive Theory; Giddens’ Structuration Theory; Giroux’s critical pedagogy; Seixas’ historical consciousness; and Davies’ feminist and poststructuralist perspective. The study employed autoethnographical methods including observation, interviewing, the researcher’s and teachers’ reflective journaling, and data collection through the researcher’s involvement with various school activities which took place in one high school. The analysis of the data corpus employed portraiture and constant comparative method. The portraits of the researcher and selected teachers depicted their agencies in terms of origin, motivation, shape, and negotiation. The findings included: 1) individual teacher agency was significantly influenced by history, currency, moral standards, and students; 2) collective agency was shaped by structural changes, leadership and modern technology; and 3) collective teacher agency created the demands for individual teachers’ professional development, a conducive culture for teacher collaboration, and concrete examples that teachers could constantly refer to, reflect upon, and learn from for reform implementation. These results offer important insights for understanding how physics teacher agency is manifest in the on-going curriculum reform in China. Further, the study offers a clear understanding of the influences underlying physics teachers’ agency deployment as they engage with the curriculum reform process. Finally, this study’s findings justify a case for preparing physics teachers on how to deploy both individual and collective agencies in the face of the complicated social structures and ultimately shed light on the desired curriculum decentralization in China.

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From campus to classroom : a study of elementary teacher candidates’ pedagogical content knowledge (2012)

In this study, I explored a cohort of elementary teacher candidates’ Pedagogical Content Knowledge (PCK) and how it was influenced before, during, and after participation in a science methods course and extended practicum experience in a 12-month teacher education programme at a University in Western Canada.I adopted a case study approach that employed a mixed methods perspective to investigate the effect of the science teaching methods course and extended practicum on the participants’ PCK. I administered a non-disguised, self-enumerated, online questionnaire to assess and interpret the candidates’ PCK. I also elicited and interpreted their views on their experiences through semi-structured interviews using phenomenographic methods. My findings indicate the students who entered the program and participated in the online questionnaire had a PCK level of 7 out a maximum of 11 (M=7.1431, SD=1.07794). The teacher candidates I interviewed believed they possessed awareness of PCK from prior experiences including being science students at both elementary and secondary levels and during volunteer experiences. At the end of their science teaching methods course, teacher candidates participating in the on-line questionnaire scored a PCK level of 8 out of a maximum of 11 (M=8.0719, SD=1.03280); those interviewed attributed their increased PCK level to working with their science methods instructor in the Teacher Education Programme. At the end of the extended practicum, the same teacher candidates were again surveyed by completing the same online questionnaire. Analysis and interpretation of their responses indicated their PCK level as having dropped to 7 out of a maximum of 11 (M=7.0783, SD=0.72437). My analysis of the follow-up interviews with the teacher candidates showed that their relationship with the school advisor and the real world teaching experience of the practicum influenced the drop in PCK. My research provides insight into teacher candidates’ PCK as they progress through a 12-Month Teacher Education Programme. It illustrates that experiences including time spent as science learners in elementary and secondary classrooms, during volunteer experiences, gaining admission into a teacher education programme, interacting with experts in teaching methods, and immersion in the real-world teaching context of the classroom are powerful factors in teacher candidates’ PCK.

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Professional development of four grade 10 biology teachers in Singapore : the learning study approach (2011)

Despite the importance of genetics as a school curriculum topic and its increasing application in everyday life, and despite challenges teachers face teaching genetics, a repertoire of pedagogical strategies that draws upon selected theories of learning may not always be readily available for teachers. In the context of Singapore, this is exacerbated by potential unfamiliarity with the newly implemented genetics curriculum, and how there also appears to be a lack of appropriate teacher professional development programs. What is noteworthy is that these challenges are similarly shared by teachers elsewhere. A study was framed to investigate how teacher collaboration could be utilized to alleviate, if not overcome, these challenges. Through a learning study framework, four collaborating Grade 10 biology teachers employed the theory of variation to manage and overcome the challenges of teaching the new genetics curriculum in Singapore. A learning study amalgamates teacher collaboration, teacher reflection, teachers researching into their classrooms and the employment of a theoretical framework. This study seeks to answer the research question “How does Singaporean teachers’ participation in a theory of variation-framed learning study affect their learning about their own pedagogy?” The thesis reports a phenomenographic analysis of the different ways the teachers experienced learning during collaborative endeavors, revealing the complex nature of teacher learning – complex ways of curriculum interpretation, lesson planning and implementation, and evaluation of teaching practices. The impact of the learning study on teachers’ pedagogies and professional development was also elucidated. Consequently, the experience of increased clarity and coherence in terms of curriculum interpretation, demonstration of ownership and authentic lesson planning manifested during the enactment of theory-guided lessons. The experience of collaborative inquiry into teachers’ own teaching practices also led to the generation of new insights on teaching, as well as shifts in their beliefs about teaching and learning. The results support (1) the use of learning study as a professional development approach to enhance students’ learning and to encourage teachers to develop their own curriculum; (2) the use of theory of variation as a framework to organize, implement and analyze teacher learning.

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Group work and metacognition : an exploratory case (2009)

This dissertation is about how learners bring metacognitive understandings of themselvesas learners into a group learning context. It is about metacognitive knowledge, skills andbehaviors and how these impact and are impacted by the learners' engagement with groupproblem-solving activity. For this study, group problem-solving activity is the importantinterface between the understandings an individual has about him or herself, including contentknowledge, and the social environment of a collaborative problem-based activity system, such asis common use in science classrooms. The process of using metacognition in a group setting ishow collective knowledge is built, and this study uses an activity theory framework to exploreinteractions within the groups that involve metacognitive knowledge, skills and behaviors duringgroup problem-solving activity.For this study, high school biology students who were studying invertebrate biology aspart of their Grade 11 Biology course attended a field trip visit to the Vancouver Aquarium,where they reviewed the major phyla of the intertidal zone. In-class follow-up activities extendedthe students' opportunities to engage with the general topic of ecology as it applies to intertidalmarine biology. Problem-solving activities were the focal point of the activity system asconceived through the theoretical framework for the study.Data gathering included paper records and digital video and audio from the problemsolvingactivities and a video review activity where the groups watched themselves while theywere solving problems. Subsequent focus group and individual interviews asked students toreflect on and elaborate the learning processes under way in their groups. The study gatheredrich, descriptive data of how met cognitive knowledge, skills and behaviors are brought into thegroup context for learning. Results from the study indicate that open-ended problems offeropportunity for engaging metacognition, and when these are brought into the group context, richpossibilities for developing new understandings arise. In the group, others' thinking and learningprocesses become objects for one's own metacognition. This is a key finding of the study.Implications are discussed for teaching and learning science, including the development ofproblems that engage learners on multiple levels so as to engage students' metacognitiveknowledge, skills and behaviors.

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Science Outreach Programs: Exploring Emotions, Science Identity, Attitudes, Motivations and Decision Making about Physics in Physics Competitions (2009)

No abstract available.

Health Literacy, HIV/AIDS, and Gender: A Ugandan Youth (2008)

No abstract available.

Kenya's urban high school teachers' perceptions of diversity : implications for curriculum implementation and pedagogy (2008)

This study focuses on illuminating Kenya's urban high school teachers' perceptions ofstudents' diversity and how these differences influence their curriculum implementation,pedagogy, and students' classroom interactions in the learning process. Located withintheoretical frameworks of intersectionality and critical pedagogy, the study shows how multiplelayered identities and differences identified by teachers interplay and intersect to influence theirperformance and students' academic success. The theoretical debate over critical pedagogy indiverse contexts shows how Kenya's high school teachers effectively develop classroomenvironments that address differences and acknowledge arrays of factors that create inequalities.Findings also show that teachers' work continue to be informed by government and institutionalpolicies that favor uniformity and conformity creating contradictions and dilemmas for them.The study applies a mixed qualitative methodology based on interpretive and descriptivephenomenology to inform the study. Participants were selected based on purposive samplingfrom urban high schools in western Kenya. Data for the study were generated through baselinequestionnaires, field interviews, classroom observations, and analysis of archival documents.Findings highlighted arrays of factors identified by participants as contributing to studentsdifferences in their specific context. Differences identified by teachers that were common acrossinstitutions were academic abilities, entry behavior, primary education backgrounds, proficiencyin English language, socio-economic status, and students' motivational status. Some of thefactors perceived to influence teaching and learning differed across disciplines, gender of theparticipants, and the nature of the schools. It was concluded that the impact of these differenceson teaching and learning needs to be addressed if high school access, quality, and subsequentacademic performance is to be realized for all students in Kenya's high schools.

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Master's Student Supervision (2010 - 2018)
The living and learning experiences of Saudi Arabian undergraduate students in a Western Canadian University (2017)

Saudi Arabian student enrollment in undergraduate programs has been increasing over the years in postsecondary institutions worldwide. This has been more so in English speaking countries. Yet, there has been no research investigating Saudi undergraduate students’ living and learning experiences in postsecondary institutions abroad. Hence, the study reported in this thesis explored through a qualitative case study Saudi Arabian undergraduate students’ experiences at a Western Canadian University (WCU). The goal was to understand the nature of Saudi students’ living and learning experiences during their study abroad and in particular at a WCU. Involvement and sociocultural theoretical frameworks and narrative methodology were employed to interview 10 undergraduate students from Saudi Arabia studying at WCU. Narrative method of interviewing allowed the students to tell stories of their living and learning experiences at WCU. A search for common patterns within each individual story and across the stories revealed two key themes common to their experiences: 1) “Expression of an Understanding of Educational Systems and the Complexities and Challenges of Attending a Canadian University”, manifest in both: a) academic; and b) language encounters; and 2) “Expression of Understanding Social Complexities”, which manifested in encounters involving: 1) new cultures and environments; and 2) different rules and responsibilities. The study’s findings reveal insights into the challenges and successes experienced by Saudi Arabian students studying at a WCU and personal responsibilities they considered to be successful as well as offer suggestions for ways stakeholders can make Saudi student study at WCU a rewarding experience.

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Investigation and analysis of nature of science perspectives among key curriculum influences in British Columbia (2016)

In this study I investigated the Nature of Science (NOS) perspectives advocated among three significant influences on school science in British Columbia: the official curriculum materials – Integrated Resource Packages (IRPs); the teachers; and the textbooks since these three significantly influence student learning experiences. I examined the Science 9 Integrated Resource Package (IRP) 2005 and two editions of B.C. Science Probe 9 by Nelson Publishing by using the protocol established by Chiappetta, Fillman and Sethna (1991) with the addition of a method from Green (2012) to investigate the nature of science in text. I used an interview protocol developed by Padayachee (2012) for exploring teachers’ views of the nature of science. Analysis of the perspectives indicates that there is alignment between NOS perspectives by teachers and those implied in the IRP. The agreement that hands-on, inquiry-based, and experience-oriented science learning is worthwhile acknowledges the value of science as a way of investigating, science as a way of thinking and science in the context science-technology-society. On the other hand there is partial alignment of textbook-based NOS perspectives with those discerned from IRP and teachers’ views of science teaching. Textbook NOS perspectives emphasized science as a body of knowledge without reference to history, creativity or imagination. The study’s findings have implications on how complete understanding of the nature of science might be taught, learned and represented in various learning media.

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Towards caring : the role of place-based learning in a secondary school English First Peoples class (2016)

This research examines the current challenges of teaching a First Peoples English course using place-based pedagogy, and the benefits of incorporating place-based learning despite these challenges, through a qualitative study in the teacher-researcher's English 10/11/12 First Peoples class at Howe Sound Secondary School. The research draws on evidence from observations and journaling of the teacher-researcher, samples of student work, and student responses to short answer questions in order to address the over-arching research question, What stories of learning have I identified regarding a First Peoples English course that makes use of place-based methodologies? This question is broken down into two others: What challenges exist in introducing place- based learning at Howe Sound Secondary School, and, if possible, how may these challenges be overcome? and, What are the benefits of conjoining place-based learning and a course focused on Indigenous perspectives? The primary purpose of this study is to determine how to incorporate a place-based education in a traditional secondary school setting, and what are the benefits for students. The results of this study indicate that it is possible to overcome some barriers to place-based learning, and that the benefits to students make it worthwhile to do so when possible. The findings indicate that offering a place-based, student-centered approach and connecting to local landscape and community contribute to increased student engagement with, effort in, and enjoyment of the course. They also indicate that place-based strategies can successfully facilitate connections with individuals from the local Indigenous community, contributing to greater understanding of the history and people of the place, and a possible breakdown of prejudice. The evidence also indicates that incorporating discussions of hegemonic educational models alongside local and non-local Indigenous ways of learning, including learning from place, also contributes to understanding of other cultures. Some place-based activities also encouraged family and cultural connection and lead to feelings of pride in Indigenous students. The study concludes with suggestions for future practice.

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Sexuality education within high school curriculum in Uganda : exploring teachers’ perceptions of contextual influences on classroom discourses (2015)

This case study investigated teachers’ perceptions of contextual influences on their instruction and student engagement on sexuality discourses within four selected schools in Kampala, Uganda. The question that guided the study was: What and how are the contextual factors as perceived by health education teachers in Uganda influencing classroom discourses on sexuality? The research is grounded within two relevant theoretical frameworks; constructivism and the conceptual change theory (CCT). Constructivism acknowledges that individuals have preconceived notions rooted in their social, cultural and historical backgrounds, and CCT enables teachers to develop strategies that allow learners opportunities to reexamine their preconceptions about phenomena with a view of aligning them with canonical science.Through a narrative methodological approach, teachers narrated their stories based on their lived classroom experiences. Data sources included researcher’s field notes, e-mail correspondences, semi-structured questionnaires, and audio recordings of the teachers’ narratives. The data corpus was analyzed following intense dialogic analysis procedures, which encompassed elements of thematic and structural analytical methods as well as other broad interpretive dimensions such as how talk among speakers is dialogically produced. The findings revealed that while there is some form of sexuality education in schools and while teachers are very enthusiastic about its implementation, it is largely constrained by a plethora of contextual factors. Four themes that best addressed the inquiry were identified: 1) Dilemmas around navigating conflicting social stances; 2) Competing dichotomies with regards to adolescent sex health provision; 3) Teachers’ inadequate training to play the envisioned roles as sexuality educators; and 4) Relegation of Sex Health Education (SHE) to extracurricular status undermines its value and potential. The teachers therefore have a steep task to continue searching for appropriate pedagogical approaches to diffuse these dilemmas. This thesis provides a nuanced approach to understanding the practical realities and complexities involved in designing a framework for SHE delivery in schools, and also suggests various approaches teachers can employ to bring about meaningful learning.

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Technology in middle school science : the effect of student-centered pedagogy on metacognition and conceptual understanding in small group and whole class settings (2015)

Despite the frequent use of classroom response systems (CRS) in university courses, there is lack of research to support effectiveness of these handheld electronic devices (clickers) at the middle school (fifth grade) level. Furthermore, there is a scarcity of research comparing CRS-enhanced pedagogy in the middle school science context with traditional teaching methods. Additionally, research investigating how middle school science students think about their own thinking (metacognition) and how this correlates with a Self-Efficacy and Metacognition Learning Inventory - Science (SEMLI_S) measurement system (Anderson & Nashon, 2007) and Bloom’s taxonomy categories (Bloom, 1965) is equally scarce. My research explores how CRS-enhanced, student-centered pedagogy affects metacognition and conceptual understanding in the context of small group and whole class settings in middle school science. Overall results show that: CRS-enhanced pedagogy is a more beneficial instructional method for concept review and reinforcement compared with traditional teaching methods; SEMLI_S and Bloom’s taxonomy results were similar for lower Bloom’s taxonomy levels, however traditional teaching method results were higher when more challenging concepts are introduced; learning can be enhanced if SEMLI_S dimensions are utilized prior to Bloom’s taxonomy; and that following up use of SEMLI_S dimensions with Bloom’s taxonomy instruction provides the most effective teaching practices.

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A discursive exploration of children's school garden experiences, perspectives, and developing ecological literacies (2013)

Research has largely neglected ways to explore how school gardens are used, the qualityof the children’s garden experiences, and the educational possibilities including the process ofsupporting children’s ecological literacy. The purpose of this study was to better understand thepossibilities for discourses in and around current garden-based education and ecological literacywhile making space for an emergent and narrative research design. This qualitative study drawsupon phenomenological and narrative methods to understand children’s garden experiences andis synthesized and analyzed through ecological place-based framework and the notion ofcrystallization. This study’s findings provide an enriched understanding of children’s diverseschool garden experiences and perspectives while supporting their developing ecologicalliteracies.

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Implementing curricular and pedagogical reforms in Chinese schools : a case of collaborating physics teachers (2010)

In 2001, China launched a large-scale educational reform encompassing curricular and pedagogical content in both elementary and secondary levels. Zhengzhou, a city in the Henan province, began to fully implement the reform in senior high schools in 2008. Consequently, the question that is critical to the reform process regarding physics, one of the science education curricula, is: What are physics teachers’ views on collaborative approaches to understanding and implementing the new curricular and pedagogical reforms in Zhengzhou senior high schools? This question was the focus of the research for this thesis. Investigating this question necessarily involved inquiring into the administrators’ perspectives on their role with regard to the teacher development. Face-to-face interviews were conducted in three senior high schools. Thirteen physics teachers, 2 administrators and 2 students were interviewed. Some classroom observations were made before the interview. Personal reflective journals were written after everyday’s investigation. Field notes and photos were taken to record the research context. The study indicated that teachers modified their pedagogy as a result of a collaborative process. The power hierarchy between experienced teachers and novice teachers was reduced because of the reform. The College Entrance Examination, students’ feedback, and administrative support were found to be key factors influencing successful teacher collaboration. Administrators provided and explored strategies for teacher development. Moreover, they created a supportive climate for teacher collaboration through school based incentives for systemic change.

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