Degree
Doctor of Philosophy (PhD)
Department
Curriculum and Instruction
Document Type
Dissertation
Abstract
The field of science education in the United States has undergone a major reform since 2015. A little more than twelve years ago, work began on constructing a framework for elementary, middle, and high school science education. This framework emphasized the shift from science being merely a memorization of facts to experiences that include science and engineering practices applied through crosscutting concepts and focused on core ideas in the field of science. With new standards teachers also have to overcome a) not having adequate time available to devote to science instruction b) lack of updated instructional materials aligned to the new science standards c) school leaders and administrators at schools who do not understand these new shifts in science education or what to look for when assessing a teacher’s performance in the classroom d) and limited professional development. The purpose of this qualitative study was to gain an understanding of the perceptions regarding the use of Science+Cyber to teach third through fifth grade science as compared to other curricula. Specifically, I am interested in the components that teachers find beneficial and find to be a hinderance when implementing Science+Cyber.
This multiple case study explored how the Science+Cyber curriculum created by The Cyber Innovation Center impacted the teaching experiences of select third through fifth grade teachers living and working in New York and North Dakota. A thorough analysis of interviews, observations, and artifacts indicated major themes around school culture, lesson components, teaching practices, and self-efficacy. The findings highlighted hands on activities, group work, relating lessons to a student's life experiences, technology and cybersecurity integration, and future career opportunities for students.
Date
7-15-2024
Recommended Citation
Salvail, Laurie, "Elementary Science Teachers' Experiences: A Case Study on the Use of Science+Cyber Curriculum" (2024). LSU Doctoral Dissertations. 6556.
https://repository.lsu.edu/gradschool_dissertations/6556
Committee Chair
Sulentic Dowel, Margaret Mary