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Professional Development with an Emphasis on Barriers, Motivation, and Attitudes regarding Teaching Biotechnology Concepts.- [electronic resource]
Professional Development with an Emphasis on Barriers, Motivation, and Attitudes regarding Teaching Biotechnology Concepts.- [electronic resource]
상세정보
- 자료유형
- 학위논문(국외)
- 자관 청구기호
- 기본표목-개인명
- 표제와 책임표시사항
- Professional Development with an Emphasis on Barriers, Motivation, and Attitudes regarding Teaching Biotechnology Concepts. - [electronic resource] / Renner-Turnbull, Stacie M.
- 발행, 배포, 간사 사항
- 발행, 배포, 간사 사항
- 형태사항
- 190 p.
- 일반주기
- Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
- 일반주기
- Advisor: Smalley, Scott.
- 학위논문주기
- Thesis (Ph.D.)--Iowa State University, 2019.
- 이용제한주기
- This item must not be sold to any third party vendors.
- 요약 등 주기
- 요약The purpose of this dissertation was to examine the role of agriculture education in providing instruction on concepts of biotechnology in a manner that helps students to focus on the science behind the process. This study examines the factors that influence educators understanding of biotechnology, and their willingness to provide instruction on concepts surrounding aspects of biotechnology. This study encompassed 4 specific objectives. 1) Describe the breadth of professional development activities in biotechnology education. 2) Describe demographic characteristics and experiences of agricultural educators, as it pertains to their comfort level in presenting agricultural biotechnology topics in the classroom. 3) Identify current biotechnology professional development efforts utilized to stimulate long term use of biotechnology curriculum. 4) Identify motivation for teachers to include biotechnology curriculum into the classroom.Objective one is explored within Chapter 3, which provides an extensive literature review, exploring definitions and history of biotechnology, as well as describing the role of education and the diffusion of innovation. In this, Chapter 3 looks at professional development experiences and resources available in the area of biotechnology.Chapter 4 explored teachers' confidence level in teaching biotechnology concepts, the professional development activities, as well as motivation and perceived barriers to teaching the concepts. The Chapter explored the demographic information of the agricultural educators (n = 74) in the study, including discussing the examples of professional development opportunities the educators participated in and the resources they utilized in the classroom. This chapter addresses the research objectives two and three.The fifth chapter focuses on a snapshot of agricultural science teachers (n = 12) whom have participated in either a National Association of Agricultural Educators (NAAE) or National FFA Teacher Workshop or have had students participating in a state-level Biotechnology Career Development Event (CDE). The teachers in the study came from 8 different states and all provided instruction in agriculture on the secondary level.Chapter 5 examines the third and fourth research objectives, with an article providing descriptive information on educator's background teaching biotechnology education, professional development experiences within biotechnology, and motivations and perceived barriers to the inclusion of biotechnology concepts within their curriculum. Chapter six includes the dissertation's general conclusions and recommendations from the research.Overall, this study provides agricultural groups, including state associations, those involved in the creation of both professional development experiences and curriculum, a snapshot of the needs of agricultural science teachers, as well as an understanding of their motivations and perceived barriers in presenting biotechnology concepts to secondary students.
- 주제명부출표목-일반주제명
- 주제명부출표목-일반주제명
- 부출표목-단체명
- 기본자료저록
- Dissertations Abstracts International. 81-04A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 원문정보보기
MARC
008200317s2019 ulk s 00 eng■001000015493251
■00520200217182024
■007cr
■020 ▼a9781088377130
■040 ▼d225006
■08204▼a370
■090 ▼a전자도서(박사논문)
■1001 ▼aRenner-Turnbull, Stacie M.
■24510▼aProfessional Development with an Emphasis on Barriers, Motivation, and Attitudes regarding Teaching Biotechnology Concepts.▼h[electronic resource]▼cRenner-Turnbull, Stacie M.
■260 ▼a[S.l.]▼bIowa State University. ▼c2019
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2019
■300 ▼a190 p.
■500 ▼aSource: Dissertations Abstracts International, Volume: 81-04, Section: A.
■500 ▼aAdvisor: Smalley, Scott.
■5021 ▼aThesis (Ph.D.)--Iowa State University, 2019.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThe purpose of this dissertation was to examine the role of agriculture education in providing instruction on concepts of biotechnology in a manner that helps students to focus on the science behind the process. This study examines the factors that influence educators understanding of biotechnology, and their willingness to provide instruction on concepts surrounding aspects of biotechnology. This study encompassed 4 specific objectives. 1) Describe the breadth of professional development activities in biotechnology education. 2) Describe demographic characteristics and experiences of agricultural educators, as it pertains to their comfort level in presenting agricultural biotechnology topics in the classroom. 3) Identify current biotechnology professional development efforts utilized to stimulate long term use of biotechnology curriculum. 4) Identify motivation for teachers to include biotechnology curriculum into the classroom.Objective one is explored within Chapter 3, which provides an extensive literature review, exploring definitions and history of biotechnology, as well as describing the role of education and the diffusion of innovation. In this, Chapter 3 looks at professional development experiences and resources available in the area of biotechnology.Chapter 4 explored teachers' confidence level in teaching biotechnology concepts, the professional development activities, as well as motivation and perceived barriers to teaching the concepts. The Chapter explored the demographic information of the agricultural educators (n = 74) in the study, including discussing the examples of professional development opportunities the educators participated in and the resources they utilized in the classroom. This chapter addresses the research objectives two and three.The fifth chapter focuses on a snapshot of agricultural science teachers (n = 12) whom have participated in either a National Association of Agricultural Educators (NAAE) or National FFA Teacher Workshop or have had students participating in a state-level Biotechnology Career Development Event (CDE). The teachers in the study came from 8 different states and all provided instruction in agriculture on the secondary level.Chapter 5 examines the third and fourth research objectives, with an article providing descriptive information on educator's background teaching biotechnology education, professional development experiences within biotechnology, and motivations and perceived barriers to the inclusion of biotechnology concepts within their curriculum. Chapter six includes the dissertation's general conclusions and recommendations from the research.Overall, this study provides agricultural groups, including state associations, those involved in the creation of both professional development experiences and curriculum, a snapshot of the needs of agricultural science teachers, as well as an understanding of their motivations and perceived barriers in presenting biotechnology concepts to secondary students.
■650 4▼aAgricultural education.
■650 4▼aTeacher education.
■71020▼aIowa State University▼bAgricultural Education and Studies.
■7730 ▼tDissertations Abstracts International▼g81-04A.
■773 ▼tDissertation Abstract International
■791 ▼aPh.D.
■792 ▼a2019
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T15493251▼nKERIS
