Date
9-25-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Sabine M. Branch
Keywords
learning management systems, online learning, curriculum development, experience, perception, science, technology integration
Disciplines
Curriculum and Instruction | Education
Recommended Citation
Murray, D'Aieriean, "Science Unleashed: The Influence of Science Content Implementation Within Learning Management Systems" (2025). Doctoral Dissertations and Projects. 7511.
https://digitalcommons.liberty.edu/doctoral/7511
Abstract
The qualitative, phenomenological study addressed the factors secondary science teachers face in implementing the science content in online LMS while continuing to teach in traditional classrooms. The research addressed the adequate training secondary science teachers may or may not have received in LMS and technology integration into the classroom. Utilizing Bruner's constructivist theory (1966) concerning the virtual classroom to recognize the imperativeness of educators in curriculum development to answer the question, "How are science teachers' experiences regarding the effectiveness of LMS and online learning?" While conducting a literature analysis, the most frequent themes were faculty readiness, transitioning to online education from traditional education, inconsistent student engagement and parent involvement, conducting virtual labs, and pandemic learning. The research focused on the experiences of science educators in Georgia and their training in transitioning from traditional learning to online learning, determined the individual experiences, and described those experiences while presenting general or universal derivatives. Through interviews, focus groups, and a questionnaire, the researcher observed and documented the experiences of secondary science teachers with the LMS in their school district.
