Date of Award
2011
Document Type
Thesis
Publication Status
Version of Record
Submission Date
October 2026
Abstract
This study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based nanotechnology anchor, Catching the Rays, followed. Catching the Rays navigated subjects through a nano quest on sunscreen. After the intervention, a posttest was administered for each science conceptual understanding and attitude towards science. Following, a purposeful selection of interviewees (N=6) participated in a Nano Post- Interview. Pretest/posttest data were analyzed using a paired t test. Results of the paired t test for science conceptual understanding (post- being larger than pre-, p <. 01) and attitude towards science (post- being larger than pre-, p < .01) were significant at the p < .05 alpha level. Nano Post-Interview data were coded and analyzed independently by two raters for emerging themes. Two themes of "Risks and Benefits" and "Solves Problems" emerged from subjects' (N=6) responses to perception of science in society questions. The theme of "Risks and Benefits" strongly suggests that subjects have a positive perception that nanotechnology comes with risks and benefits to society. The theme of "Solves Problems" strongly suggests subjects have a positive perception that nanotechnology is governed by society's needs and is used to help solve society's problems. Findings from this study suggest that PBL with web-anchored instruction in nanotechnology had a positive effect on subjects' science conceptual understanding, attitude towards science, and perception of science in society.
Extent
xiv, 109 p. : ill.
Recommended Citation
Yurick, Karla Anne, "Effects of problem-based learning with web-anchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students" (2011). Electronic Theses and Dissertations 2010 - 2019. 262.
https://digitalcommons.fau.edu/etd_general_6/262
Identifier
FADT3322517
Comments
by Karla Anne Yurick.|Vita.|Thesis (Ed.D.)--Florida Atlantic University, 2011.|Includes bibliography.|Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.|by Karla Anne Yurick.