2026-05-20T16:57:34Zhttps://keep.lib.asu.edu/oai/requestoai:keep.lib.asu.edu:node-1509632024-12-20T18:25:12Zoai_pmh:alloai_pmh:repo_items150963
https://hdl.handle.net/2286/R.I.14986
http://rightsstatements.org/vocab/InC/1.0/
All Rights Reserved
2012
viii, 192 p. : ill. (some col.)
Doctoral Dissertation
Academic theses
Text
eng
Basham, Melody
Carlson, David L.
Jordan, Michelle
LePore, Paul
Arizona State University
Partial requirement for: Ed. D., Arizona State University, 2012
Includes bibliographical references (p. 143-149)
Field of study: Educational leadership and policy studies
This action research study examines what common perceptions and constructs currently exist in educating adult immigrants in Arizona and considers how might the integration of citizen science with the current English curriculum promote higher order thinking and educational equity in this population. A citizen science project called the Mastodon Matrix Project was introduced to a Level 2 ELAA (English Language Acquisition for Adults) classroom and aligned with the Arizona Adult Standards for ELAA education. Pre and post attitudinal surveys, level tests, and personal meaning maps were implemented to assess student attitudes towards science, views on technology, English skills, and knowledge gained as a result of doing citizen science over a period of 8 weeks.
Adult Education
English as a Second Language
science education
Citizen Science
cognitive justice
critical ontology
critical thinking
English language instruction
Immigrant and refugee education
English language--Study and teaching--Arizona--Foreign speakers.
English language
Science--Study and teaching--Activity programs--Arizona.
Science
Science--Social aspects--Arizona.
Science
Adult students--Education--Arizona.
Adult students
Minorities--Education--Arizona.
Minorities
Pathways of knowing: integrating citizen science and critical thinking in the adult ELL classroom