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ELL AND NON-ELL STUDENTSÂÂ' MISCONCEPTIONS ABOUT HEAT AND TEMPERATURE IN MIDDLE SCHOOL

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Date Issued:
2010
Abstract/Description:
ABSTRACT All students come to the classroom with their own ideas about a number of science phenomena. In the classroom setting, English language learners may have ideas about heat and temperature that present additional challenges for teachers. In fact, their ideas can stem from many different influences and English language learners (ELL), in particular, may have misconceptions about topics and language barriers, or misconceptions, that are culturally or language-based (Lee, 2001). This action research thesis was performed to explore the research questions: How did my use of formative assessment affect ELL studentsÂÂ' misconceptions about heat?, How did my use of formative assessment uncover studentsÂÂ' misconceptions about heat? Formative assessments were used in the classroom to uncover studentsÂÂ' misconceptions about heat and temperature. The students performed labs based on the formative assessment activity sheets. The students answer before and after questions related to the labs. Data were collected and analyzed to examine changes in ELL studentsÂÂ' conceptions of heat and temperature. Data showed that some ELL students changed their ideas about heat and temperature but other misconceptions remained. Time allotted to instruction and alignment of laboratory activities with formative assessments need to be further explored to address changing studentsÂÂ' ideas about heat and temperature.
Title: ELL AND NON-ELL STUDENTSÂÂ' MISCONCEPTIONS ABOUT HEAT AND TEMPERATURE IN MIDDLE SCHOOL.
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Name(s): Weiss, Leah, Author
Jeanpierre, Bobby, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: ABSTRACT All students come to the classroom with their own ideas about a number of science phenomena. In the classroom setting, English language learners may have ideas about heat and temperature that present additional challenges for teachers. In fact, their ideas can stem from many different influences and English language learners (ELL), in particular, may have misconceptions about topics and language barriers, or misconceptions, that are culturally or language-based (Lee, 2001). This action research thesis was performed to explore the research questions: How did my use of formative assessment affect ELL studentsÂÂ' misconceptions about heat?, How did my use of formative assessment uncover studentsÂÂ' misconceptions about heat? Formative assessments were used in the classroom to uncover studentsÂÂ' misconceptions about heat and temperature. The students performed labs based on the formative assessment activity sheets. The students answer before and after questions related to the labs. Data were collected and analyzed to examine changes in ELL studentsÂÂ' conceptions of heat and temperature. Data showed that some ELL students changed their ideas about heat and temperature but other misconceptions remained. Time allotted to instruction and alignment of laboratory activities with formative assessments need to be further explored to address changing studentsÂÂ' ideas about heat and temperature.
Identifier: CFE0003238 (IID), ucf:48534 (fedora)
Note(s): 2010-08-01
M.Ed.
Education, Department of Teaching and Learning Principles
Masters
This record was generated from author submitted information.
Subject(s): English Language Learner
Misconceptions. Science
Heat
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003238
Restrictions on Access: public
Host Institution: UCF

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