Science Capital: Where it Started, How it Relates to a Student’s Performance, and Use in the Classroom

dc.contributor.committeeChairMatteson, Shirley M.
dc.contributor.committeeMemberChilders, Gina
dc.contributor.committeeMemberThomas, Rebecca
dc.creatorIsacco, Sara
dc.date.accessioned2023-11-29T21:46:57Z
dc.date.available2023-11-29T21:46:57Z
dc.date.issued2022-12
dc.description.abstractThis three-article format dissertation explores the use of science capital in the various formats it has appeared: as a theoretical framework, as a pedagogical approach to curriculum and teaching, and as a conceptual device to determine students’ adjustment and ability in science and able in science someone is. This topic is researched in three formats: as a systematic literature review, through an outdoor informal science education (ISE) program evaluation with students, and through an interview with parents after experiencing the ISE activities within the Backyard Field Trip Kit (BFTK). Conclusions and recommendations indicate that in order to develop students’ science capital further and to thereby increase the overall number of people entering the professional science related career field.
dc.description.abstractEmbargo status: Restricted until 01/2025. To request the author grant access, click on the PDF link to the left.
dc.format.mimetypeApplication/pdf
dc.identifier.urihttps://hdl.handle.net/2346/96959
dc.language.isoen
dc.rights.availabilityRestricted until 01/2025.
dc.subjectscience capital
dc.subjectcurriculum
dc.subjectscience identity
dc.subjectinformal science education
dc.titleScience Capital: Where it Started, How it Relates to a Student’s Performance, and Use in the Classroom
dc.typeDissertation
thesis.degree.departmentCurriculum and Instruction
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorTexas Tech University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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