Year: 2008
Type: dissertation
Study design: Observational Study
Abstract: This study assessed whether a better understanding of the scientific process helps facilitate the extent to which teachers are able to read, understand, and appropriately apply research on Attention Deficit Hyperactivity Disorder (ADHD) when working with students.Participants consisted of 115 teachers from Wisconsin and were surveyed using a questionnaire about their knowledge, opinions, and experiences.Results revealed 72% of the teachers surveyed were classified as having an "understanding of the scientific process" according to NSF 2002 standards.There was no difference between teachers who attained their master's degree or higher versus teachers who attained their bachelor's degree with regard to their scientific understanding.Results also indicated teachers' knowledge about the scientific process was significantly related to their ADHD knowledge, (r = .29,p< .01).
Author: Wendy Stuttgen
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2186140330