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INTEGRATING JOURNAL WRITING WITH INQUIRY BASED SCIENCE INSTRUCTION IN A SECOND GRADE CLASSROOM
Title
INTEGRATING JOURNAL WRITING WITH INQUIRY BASED SCIENCE INSTRUCTION IN A SECOND GRADE CLASSROOM.
Creator
Zissman, Lauren, Lewis, Nancy, University of Central Florida
Abstract / Description
This action research study investigated the effects of using science journals to promote science writing and to investigate changes in student attitudes in a second grade inquiry-based science class. This was an action research study in which qualitative and quantitative data was collected. The data was collected using science journals, pre and post inventories, field notes, teacher observations, videotaped science inquiry lessons, and surveys. The students demonstrated a true fondness for...
Show moreThis action research study investigated the effects of using science journals to promote science writing and to investigate changes in student attitudes in a second grade inquiry-based science class. This was an action research study in which qualitative and quantitative data was collected. The data was collected using science journals, pre and post inventories, field notes, teacher observations, videotaped science inquiry lessons, and surveys. The students demonstrated a true fondness for journal writing and expressed interest in continued use. After concluding this action research study, I better understand the benefits of utilizing journal writing to enhance my teaching of the science curriculum as well as the other disciplines I facilitate.
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Date Issued
2005
Identifier
CFE0000437, ucf:46383
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000437
AN INVESTIGATION IN JOURNAL WRITING AND COOPERATIVE LEARNING WITH 8TH GRADE GEOMETRY STUDENTS IN THE CONSTRUCTION OF PROOF
Title
AN INVESTIGATION IN JOURNAL WRITING AND COOPERATIVE LEARNING WITH 8TH GRADE GEOMETRY STUDENTS IN THE CONSTRUCTION OF PROOF.
Creator
Wojcik, Paul, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description
This action research study summarizes the investigation of journal writing and cooperative grouping with 8th grade geometry students in the construction of proof. Students written responses to prompts in journals were analyzed over the course of twelve weeks. Case studies of four students were developed from the researchers' three geometry classes. All four students in the study participated in an academic program called Pre International Baccalaureate Preparation. Standardized test scores...
Show moreThis action research study summarizes the investigation of journal writing and cooperative grouping with 8th grade geometry students in the construction of proof. Students written responses to prompts in journals were analyzed over the course of twelve weeks. Case studies of four students were developed from the researchers' three geometry classes. All four students in the study participated in an academic program called Pre International Baccalaureate Preparation. Standardized test scores and an attitude scale categorized the four students. The ATMAT survey (Appendix A) measured each student's attitude toward mathematics. Writing prompts focused on the students' perceptions of the group process in constructing proofs and the development of geometric proof. The results suggested the students were engaged in learning within their cooperative groups but they also desired individual time before coming to a group setting. In addition, students' written responses to journal prompts may provide an informal assessment and help students convey their own understanding of proof before any formal assessments.
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Date Issued
2011
Identifier
CFE0003625, ucf:48865
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003625
THE EFFECTS OF PROBLEM SOLVING STRATEGY INSTRUCTION, JOURNAL WRITING AND DISCOURSE ON 6TH GRADE ADVANCED MATHEMATICS STUDENT PERFORMANCE
Title
THE EFFECTS OF PROBLEM SOLVING STRATEGY INSTRUCTION, JOURNAL WRITING AND DISCOURSE ON 6TH GRADE ADVANCED MATHEMATICS STUDENT PERFORMANCE.
Creator
Wittcop, Melissa, Ortiz, Enrique, University of Central Florida
Abstract / Description
There are two purposes to this study. The first was for me, as a teacher, to try something new in my instruction and grow from it. The second purpose of this study focused on the students. I wanted to see what level of performance in problem solving my students are at currently, and how the use of journaling and discourse affected the students' problem solving abilities. A problem-solving unit was taught heuristically in order to introduce students to the various strategies that could be...
Show moreThere are two purposes to this study. The first was for me, as a teacher, to try something new in my instruction and grow from it. The second purpose of this study focused on the students. I wanted to see what level of performance in problem solving my students are at currently, and how the use of journaling and discourse affected the students' problem solving abilities. A problem-solving unit was taught heuristically in order to introduce students to the various strategies that could be used in problem solving. Math journals were also used for problem solving and reflection. Classroom discourse in discussion of problem solving situations was used as a means of identifying strategies used to solve the problem. Explanations and justifications were then used in writing and discourse to support students' solution and methods. An analytic problem-solving rubric was used to score the problems solved by the students. These scores, along with explanations and justifications, and discourse were used as data and analyzed for common themes. The results of this study demonstrate overall improvement in student performance in problem solving. Heuristic instruction the students received on strategies in problem solving helped to improve their ability to not only select an appropriate strategy, but also implement it. This unit, along with the problem solving prompts solved in the journals, helped to improve the students' performance in explanations. It was discourse combined with all the previous instruction that finally improved student performance in justification.
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Date Issued
2008
Identifier
CFE0002075, ucf:47592
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002075