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Title: THE EFFECTS OF THE TEACHER'S USE OF GUIDED INQUIRY IN THE FIFTH GRADE CLASSROOM.
Creator: Spiess, Deborah, JEANPIERRE, BOBBY, University of Central Florida
Abstract / Description: THIS STUDY INVESTIGATED THE EFFECTS OF THE TEACHER'S USE OF GUIDED INQUIRY IN A FIFTH GRADE SCIENCE CLASSROOM. INQUIRY IS SUPPORTED BY THE NATIONAL RESEARCH COUNCIL(2000), AND INDICATES THAT ALL STUDENTS SHOULD DEVELOP THE ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY AND DEVELOP UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY (P.21). THIS STUDY WAS A QUALITATIVE ACTION RESEARCH DESIGN, FOCUSING ON SEVENTEEN STUDENTS AND THEIR RESPONSES TO A GUIDED INQUIRY METHOD OF SCIENCE INSTRUCTION ON MATTER,...
Show moreTHIS STUDY INVESTIGATED THE EFFECTS OF THE TEACHER'S USE OF GUIDED INQUIRY IN A FIFTH GRADE SCIENCE CLASSROOM. INQUIRY IS SUPPORTED BY THE NATIONAL RESEARCH COUNCIL(2000), AND INDICATES THAT ALL STUDENTS SHOULD DEVELOP THE ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY AND DEVELOP UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY (P.21). THIS STUDY WAS A QUALITATIVE ACTION RESEARCH DESIGN, FOCUSING ON SEVENTEEN STUDENTS AND THEIR RESPONSES TO A GUIDED INQUIRY METHOD OF SCIENCE INSTRUCTION ON MATTER, ENERGY AND MOTION, AND EARTH AND SPACE. AN ANALYSIS OF STUDENTS' PERFORMANCE AND STUDENTS' ATTITUDES ABOUT SCIENCE IN THE CLASSROOM WAS CONDUCTED ABOUT EACH UNIT OF INSTRUCTION. THE 5-E MODEL OF GUIDED INQUIRY WAS USED TO ELICIT MEANINGFUL UNDERSTANDINGS WHILE COMPLETING THE UNITS OF MATTER, ENERGY AND MOTION, AND EARTH AND SPACE. STUDENTS WORKED IN COOPERATIVE GROUPS TO SUPPORT LAB ACTIVITIES, WHICH REQUIRED EACH MEMBER TO PARTICIPATE IN THE INVESTIGATIONS, PROJECTS, AND PRESENTATIONS. STUDENTS KEPT JOURNALS, RECORDED THEIR FINDINGS, AND WROTE RESPONSES ABOUT THEIR FINDINGS AND FEELINGS ON THE ACTIVITIES IN WHICH THEY WERE ENGAGED. STUDENTS' ATTITUDES WERE AFFECTED POSITIVELY BY THE USE OF GUIDED INQUIRY IN LEARNING SCIENCE. STUDENTS' PERFORMANCE FOR LAB ACTIVITIES WAS ALSO POSITIVE AND WAS SUPPORTED BY STUDENTS' RESPONSES IN JOURNALS, TEACHER OBSERVATIONS, AND PERFORMANCE TASKS. THIS STUDY SUPPORTS GUIDED INQUIRY IN THE SCIENCE CLASSROOM FOR IMPROVING STUDENTS' ATTIDUES AND STUDENTS' PERFORMANCE DURING CLASSROOM ACTIVITES.
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Date Issued: 2004
Identifier: CFE0000264, ucf:46241
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000264

Title: THE EFFECTS OF INTEGRATING TECHNOLOGYINTO AN 8TH GRADE SCIENCE CURRICULUM.
Creator: Brunton, Gregory, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The growing need for technological literacy has increased its presence in public classrooms more than ever before. The purpose of this research study was to study the effects of technology integration on student achievement and attitudes toward science and technology. The participants in this 18-week study involved the 86 8th grade students at Winding Hills School in Orlando, Florida. Data were collected using a pre and post vocabulary assessment, weekly vocabulary quizzes, student attitude...
Show moreThe growing need for technological literacy has increased its presence in public classrooms more than ever before. The purpose of this research study was to study the effects of technology integration on student achievement and attitudes toward science and technology. The participants in this 18-week study involved the 86 8th grade students at Winding Hills School in Orlando, Florida. Data were collected using a pre and post vocabulary assessment, weekly vocabulary quizzes, student attitude surveys, student and parent correspondence as it relates to the study such as parent notes and e-mails, and classroom observation notes. Several conclusions were made. The effects of technology on student performance as originally planned was inconclusive in this study. It was found that there was no correlation between typing assignments and student performance. Students felt that technology increased their academic performance. Students had positive attitude towards science class though the percentage decreased during the study. Students enjoyed using technology, saw it as a benefit, felt it helped them with publishing and improved their attitudes towards technology.
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Date Issued: 2005
Identifier: CFE0000375, ucf:46338
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000375

Title: HELPING AT-RISK STUDENTS SOLVE MATHEMATICAL WORD PROBLEMS THROUGH THE USE OF DIRECT INSTRUCTION AND PROBLEM SOLVING STRATEGIES.
Creator: Lopez, Lurdes, JeanPierre, Bobby, University of Central Florida
Abstract / Description: This action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The...
Show moreThis action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The subjects will be 12 eighth grade students assigned to my intensive math class. Quantitative data was collected. Students' took a pre and post test designed to measure and give students practice on mathematical skills. Students worked individually on practice problems, answered questions daily in their problem solving notebook and mathematics journals. Results showed the effectiveness of the use of direct instruction and problem-solving strategies on at-risk students.
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Date Issued: 2008
Identifier: CFE0002095, ucf:47551
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002095

Title: IMPACT OF SCALE-UP ON SCIENCE TEACHING SELF-EFFICACY OF STUDENTS IN GENERAL EDUCATION SCIENCE COURSES.
Creator: Cassani, Mary Kay, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided...
Show moreThe objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument – B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the courses. The large enrollment SCALE-UP model as implemented at the host university did not increase science teaching self-efficacy of non-science majors, as hypothesized. This was likely due to limited modification of standard cooperative activities according to the inquiry-guided SCALE-UP model. It was also found that larger SCALE-UP enrollments did not decrease science teaching self-efficacy when standard cooperative activities were used in the larger class.
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Date Issued: 2008
Identifier: CFE0002125, ucf:47560
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002125

Title: THE EFFECTS OF RECIPROCAL TEACHING STRATEGIES ON STUDENTS' COMPREHENSION OF A SEVENTH GRADE LIFE SCIENCE TEXT.
Creator: Bess, Brooke, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: This action research study was conducted with 7th grade life science students at a public middle school in central Florida. The author used Reciprocal Teaching (RT) as described by Annemarie Palincsar and Anne Brown (1984) to examine changes in student comprehension when reading their life science textbook and changes in how the students used the predicting, questioning, and summarizing strategies. The RT strategies ask students to employ 4 strategies: predict what they will read, generate...
Show moreThis action research study was conducted with 7th grade life science students at a public middle school in central Florida. The author used Reciprocal Teaching (RT) as described by Annemarie Palincsar and Anne Brown (1984) to examine changes in student comprehension when reading their life science textbook and changes in how the students used the predicting, questioning, and summarizing strategies. The RT strategies ask students to employ 4 strategies: predict what they will read, generate questions about what was read, clarify any ideas that were not understood in the reading, and summarize the main idea of the reading. Students were given a pre and post reading comprehension test, they completed reading response worksheets to record their predictions, questions, clarifications, and summaries. Students were explicitly taught the 4 strategies prior to using them and the strategies were reinforced through teacher modeling (using think aloud teaching to show students how to use the strategies) and expert scaffolding (giving students the support needed while using the strategies). The teacher-researcher also examined if the students showed change in their level of proficiency when using the strategies after they had been taught them. Analysis of data revealed that student comprehension did increase after being taught the four reading strategies. Data also showed that students became increasingly more proficient when using the strategies as the study progressed. Data analysis also uncovered the unexpected pattern of increased student participation during whole-class and reading group discussions. Further research is needed to examine the effects of teaching highly proficient students specific reading strategies and to see how the explicit instruction of reading strategies affects student participation and achievement during inquiry-based laboratory investigations.
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Date Issued: 2007
Identifier: CFE0001669, ucf:47209
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001669

Title: A CASE STUDY OF THE EFFECTS OF INQUIRY BASED PROFESSIONAL DEVELOPMENT THROUGH THE USE OF A MENTOR ON AN ALTERNATIVELY CERTIFIED ELEMENTARY TEACHER'S SCIENCE TEACHING SELF-EFFICACY.
Creator: Thrift, Michelle, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: One alternatively certified elementary teacher was the subject of this sixteen week research study on science teaching self-efficacy. The researcher taught inquiry based student level science lessons to the fourth grade teacher. The teacher participant, in turn, taught those same lessons to her class while the researcher observed and took field notes. The participant responded to specific open ended questions in a journal after each science experience and also completed three interviews with...
Show moreOne alternatively certified elementary teacher was the subject of this sixteen week research study on science teaching self-efficacy. The researcher taught inquiry based student level science lessons to the fourth grade teacher. The teacher participant, in turn, taught those same lessons to her class while the researcher observed and took field notes. The participant responded to specific open ended questions in a journal after each science experience and also completed three interviews with the researcher. Each sequential lesson from the researcher was then modified based on participant needs. The participant completed the STEBI (Science Teaching Efficacy Belief Instrument) as a pre and post test to measure the effects of the above mentioned activities. The collected data from the STEBI was reported quantitatively. The collected data from the reflective journal entries and interviews were reported qualitatively. After careful analysis of the data gathered for this case study, the researcher came to the conclusion that inquiry based professional development through the use of a mentor affected the alternatively certified elementary teacher's science teaching self-efficacy. The subject maintained a positive attitude about the use of a mentor for the duration of the study and her Personal Science Teaching Efficacy increased or stayed the same on all of the STEBI questions. Limitations of the study as well as recommendations for further research were also discussed.
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Date Issued: 2007
Identifier: CFE0001618, ucf:47189
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001618

Title: THE EFFECT OF AN INQUIRY-BASED SCIENCE CURRICULUM ON STUDENT ATTITUDES AND PARTICIPATION.
Creator: Perlmutter, James, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: This study was designed as a collaborative action research study and focused on the use of an inquiry-based unit in an eighth grade honors science class at a middle school with a diverse population in the southeastern portion of the United States in the Spring of 2005. The inquiry-based unit was taught through the use of the electronics unit in Full Option Science System (FOSS). The purpose of the study was to investigate the effects of an inquiry based curriculum on the level of...
Show moreThis study was designed as a collaborative action research study and focused on the use of an inquiry-based unit in an eighth grade honors science class at a middle school with a diverse population in the southeastern portion of the United States in the Spring of 2005. The inquiry-based unit was taught through the use of the electronics unit in Full Option Science System (FOSS). The purpose of the study was to investigate the effects of an inquiry based curriculum on the level of participation in, attitudes of, and academic performance of students towards science. This collaborative action research study used both qualitative and quantitative methods. The qualitative forms consisted of written notes taken by the classroom teacher and I that included observations of the whole class as well as observations of students in smaller inquiry groups and conversation and interview notations of student comments while they were doing inquiry work, both individual and group, as well as my notations of interviews and conversations with the classroom teacher. Although used to a lesser degree, quantitative data was collected from pre and post attitude surveys as well as from students' scores on inquiry-based investigations, paper activities and formal assessments. All data was triangulated across a variety of data sources so that any resulting patterns or themes would be supported. My access to this middle school was based on my role as the science coach assigned to the school. As the science coach, I worked with teachers and students to integrate the FOSS middle school curriculum unit into the school's science curriculum. The FOSS kits, workbooks and related reading books were designed to increase the use of inquiry and hands-on activities within middle and elementary school science classrooms.
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Date Issued: 2007
Identifier: CFE0001699, ucf:47193
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001699

Title: THE EFFECT OF INQUIRY-BASED INSTRUCTION ON STUDENTS' PARTICIPATION AND ATTITUDES IN A THIRD GRADE SCIENCE CLASSROOM.
Creator: Arthur, Debbie, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The National Science Education Standards (1996) support inquiry-based instruction. According to the National Science Education Standards. When children or scientists inquire into the natural world they: ask questions, plan investigations and collect relevant data, and organize and analyze collected data. The purpose of this study was to investigate the effects of inquiry-based instruction on third-grade students' attitudes and participation in an elementary science classroom. Students were...
Show moreThe National Science Education Standards (1996) support inquiry-based instruction. According to the National Science Education Standards. When children or scientists inquire into the natural world they: ask questions, plan investigations and collect relevant data, and organize and analyze collected data. The purpose of this study was to investigate the effects of inquiry-based instruction on third-grade students' attitudes and participation in an elementary science classroom. Students were encouraged to ask and answer their own questions. In this study, analysis of data gathered form: pre and post survey, student journals, teacher field notes, and student interviews were triangulated to provide the support for findings reported in this study. Findins showed that inquiry-based science experiences positively affected students' attitudes in science and their participation. In addition, student worked collaboratively, made connections to other experiences, and demonstrated confidence in their ability to ask and answer their own questions through inquiry-based experiences.
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Date Issued: 2005
Identifier: CFE0000530, ucf:46463
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000530

Title: THE EFFECTS OF GENDER IN ELEMENTARY SCIENCE GROUPS.
Creator: Parks, Melissa, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: This action research study investigated the effects of gender on same and mixed gender elementary school science groups. Qualitative data for this study was collected using surveys, student focus groups, student journals, and teacher-researcher field notes and observations. Students in this study were eager to participate in science groups and demonstrated a positive attitude toward the study of science. Results also showed the types of interactions between boys and girls varied and those...
Show moreThis action research study investigated the effects of gender on same and mixed gender elementary school science groups. Qualitative data for this study was collected using surveys, student focus groups, student journals, and teacher-researcher field notes and observations. Students in this study were eager to participate in science groups and demonstrated a positive attitude toward the study of science. Results also showed the types of interactions between boys and girls varied and those interactions affected their science attitude and participation. Recommendations were made for continued research to examine the long-term effects of gender groupings in the elementary science classroom.
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Date Issued: 2006
Identifier: CFE0000954, ucf:46725
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000954

Title: THE EFFECTS OF INQUIRY AND SINGLE-GENDER GROUPING ON SECOND GRADE GIRLS' ATTITUDES AND PARTICIPATION IN SCIENCE.
Creator: Estrada, Elsy, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: Disparities between males and females in attitudes toward science have been the focus of extensive investigations. Studies have found that females feel intimidated by their male peers in science and mathematics classes, making girls less likely to participate. Their confidence in these areas decreases and they become less likely to follow related career paths. Researchers and educators are at task to find methods to provide equal learning opportunities for all students. The purpose of this...
Show moreDisparities between males and females in attitudes toward science have been the focus of extensive investigations. Studies have found that females feel intimidated by their male peers in science and mathematics classes, making girls less likely to participate. Their confidence in these areas decreases and they become less likely to follow related career paths. Researchers and educators are at task to find methods to provide equal learning opportunities for all students. The purpose of this action research was to investigate the effects of single-gender grouping and inquiry-based teaching on girls' participation and attitude in science class. This study took place in a second grade classroom at a suburban school in the fall of 2005. Surveys and interviews were used to investigate students' attitudes before and after working with inquiry learning single-gender groups. Using observations, female students' participation was recorded according to the kind of participation they exhibited – passive/assisting, active/leading, or active/manipulating. Students maintained journals to record their understanding of science content and rated the lessons. In addition to improving female students' attitudes towards science, inquiry learning fostered an increase in active student participation. Six out of the eight female students perceived that girls participated more in single-gender groups during the study than they did before the study in their regular mixed-gender groups. However, they did not report a change in their own participation in relation to their peers after working in single-gender groups. Further research with control groups was suggested with a larger and more socio-economically diverse population.
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Date Issued: 2006
Identifier: CFE0000991, ucf:46703
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000991

Title: THE EFFECTS OF SCIENCE INQUIRY IN A FOURTH GRADE CLASSROOM.
Creator: Luke, Stephanie, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The purpose of this study was to determine the effects that science inquiry would have on fourth grade students' ability to communicate about scientific concepts learned, their perceptions about science and scientists, and my role as a teacher. The study took place in an elementary school setting for twenty weeks. Fourteen fourth grade students participated. Qualitative and quantitative methods were used to gather data for the study. Pre and post questionnaires and Draw a Scientist Tests were...
Show moreThe purpose of this study was to determine the effects that science inquiry would have on fourth grade students' ability to communicate about scientific concepts learned, their perceptions about science and scientists, and my role as a teacher. The study took place in an elementary school setting for twenty weeks. Fourteen fourth grade students participated. Qualitative and quantitative methods were used to gather data for the study. Pre and post questionnaires and Draw a Scientist Tests were used, along with observations, field notes, videotaped lessons, and reflections. The data revealed that students' ability to communicate about science concepts improved during the study. Their perceptions of science and scientists became more realistic. My role as a director of knowledge transitioned into a facilitator.
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Date Issued: 2006
Identifier: CFE0001033, ucf:46816
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001033

Title: SCIENCE INQUIRY KITS AND TEACHER PREPAREDNESS TO TEACH SCIENCE AS INQUIRY IN ELEMENTARY CLASSROOMS.
Creator: Clayton, Angela, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The National Science Education Standards (1996) indicate that science education should include inquiry instruction. Many teachers still struggle with how to implement inquiry in their classrooms and a lack of high quality inquiry-based instructional materials has been posited as a hindrance. The purpose of this qualitative study was to observe the instructional practices of three elementary teachers when using an inquiry-based science kit program in their fourth grade classrooms. Teacher...
Show moreThe National Science Education Standards (1996) indicate that science education should include inquiry instruction. Many teachers still struggle with how to implement inquiry in their classrooms and a lack of high quality inquiry-based instructional materials has been posited as a hindrance. The purpose of this qualitative study was to observe the instructional practices of three elementary teachers when using an inquiry-based science kit program in their fourth grade classrooms. Teacher practices and their attitudes towards their preparedness to teach science with the support of the curricular program were examined. Data were collected through pre/post survey comparisons, observations, and a focus group session. Results indicated that these teachers' attitudes were positively impacted. Teachers' access to science kits provided resources which facilitated more inquiry experiences with their students; however, resources alone did not fully address teacher science content needs.
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Date Issued: 2009
Identifier: CFE0002568, ucf:52844
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002568

Title: ELL AND NON-ELL STUDENTSÃ‚Â' MISCONCEPTIONS ABOUT HEAT AND TEMPERATURE IN MIDDLE SCHOOL.
Creator: Weiss, Leah, Jeanpierre, Bobby, University of Central Florida
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...
Show moreABSTRACT 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 studentsÃ‚Â' misconceptions about heat?, How did my use of formative assessment uncover studentsÃ‚Â' misconceptions about heat? Formative assessments were used in the classroom to uncover studentsÃ‚Â' 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 studentsÃ‚Â' 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 studentsÃ‚Â' ideas about heat and temperature.
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Date Issued: 2010
Identifier: CFE0003238, ucf:48534
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003238

Title: COLLEGE SCIENCE TEACHERS' INQUIRY BELIEFS AND PRACTICES IN THE SCIENCE CLASSROOM.
Creator: Bisogno, Janet, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The purpose of the study was to examine college science professors' beliefs regarding the use of inquiry in the college science classroom, how these beliefs impacted their instructional choices and how these beliefs were enacted in the classroom. Additional questions were how teachers' beliefs vary across institution types (community college, private, four year college, and large research institution), and how beliefs vary across disciplines (life sciences and physical sciences). A case study...
Show moreThe purpose of the study was to examine college science professors' beliefs regarding the use of inquiry in the college science classroom, how these beliefs impacted their instructional choices and how these beliefs were enacted in the classroom. Additional questions were how teachers' beliefs vary across institution types (community college, private, four year college, and large research institution), and how beliefs vary across disciplines (life sciences and physical sciences). A case study design was required for this study due to the complexity of the topic and different data sources needed to answer the fore stated research questions. These data sources included surveys, interviews, classroom and laboratory observations and written records such as laboratory activities and syllabi. Twelve college professors at three different institutions; large research institution, small, private four year college and community college were interviewed. In addition to interviews, classes and labs were observed, a questionnaire on the five essential features of inquiry was given and samples of labs and syllabi were obtained. A laboratory coordinator was also interviewed as she was responsible for the laboratory section for two of the professors at the research institution. All schools were located in the southeast United States. The perception of inquiry by college science professors has been found to be a barrier to the inclusion of inquiry in college classrooms and was supported in the current study. While the professors described constraints to inquiry such as large class size, lack of time, disinterest of students, and lack of equipment, these limitations were due, in part, to the professors' incomplete view of inquiry as what researchers do. This view was most pronounced with the professors at the large, research institution. At the research institution, observations in the classroom mirrored the beliefs of inquiry. Lecture was the primary instruction in the science classroom, and the labs were scripted and shown to be "cookbook" with little or no evidence of inquiry noted in the labs obtained. There was more evidence of inquiry at the private four-year college and community college than at the large research institution; what was observed in the classroom mirrored what the professors believed about inquiry. There was a difference in the beliefs between institutions with the professors at the research institution holding an incomplete view of inquiry while the professors at the private college and community college included many aspects of the inquiry continuum in their view of inquiry. There were no differences noted between disciplines.
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Date Issued: 2011
Identifier: CFE0003607, ucf:48854
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003607

Title: AN INVESTIGATION OF STUDENTSÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' PROBLEM SOLVING SKILLS IN AN INTRODUCTORY PHYSICS CLASS.
Creator: McDonald, Frank, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The purpose of this study was to document the specific errors that introductory physics students make in each phase of the solution of Force and Motion problems. A mixed methods design was used to identify those errors, and it was determined that the errors which students made the most frequently were the omission of mgcosθ , mgsinθ, and the lack of a clearly defined coordinate system as part of the free-body diagram. Additionally, there was a negative statistically significant...
Show moreThe purpose of this study was to document the specific errors that introductory physics students make in each phase of the solution of Force and Motion problems. A mixed methods design was used to identify those errors, and it was determined that the errors which students made the most frequently were the omission of mgcosθ , mgsinθ, and the lack of a clearly defined coordinate system as part of the free-body diagram. Additionally, there was a negative statistically significant relationship between the quality of the free-body diagram and the quality of equations that were produced to describe the objectÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â's motion. The results indicate that students do not have a full understanding of the role of a free-body diagram or its relationship to the system of equations that are generated as a result of the application of NewtonÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â's Second Law to the free-body diagram.
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Date Issued: 2010
Identifier: CFE0003456, ucf:48407
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003456

Title: EXPLORING A FIVE FACTOR MENTORING MODEL WITHIN ELEMENTARY SCIENCE.
Creator: Smolik, Joyce, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The purpose of the study was to explore and describe the perceptions of several elementary science mentors and their mentees within one school district based on a five-factor mentoring model. Utilizing a qualitative methodology in the form of a case study, five mentors and three mentees were interviewed using a structured protocol. From verbatim interview data and field notes, three themes pertaining to the role of the mentor within elementary science emerged as emotional support, technical...
Show moreThe purpose of the study was to explore and describe the perceptions of several elementary science mentors and their mentees within one school district based on a five-factor mentoring model. Utilizing a qualitative methodology in the form of a case study, five mentors and three mentees were interviewed using a structured protocol. From verbatim interview data and field notes, three themes pertaining to the role of the mentor within elementary science emerged as emotional support, technical support, and educative support. Within the five-factor mentoring model, personal attributes suggested notions of support and expert status as critical elements for effective mentoring. The factors of system requirements, pedagogical knowledge, modeling, and feedback were found to be interrelated amongst themselves and with the factor of personal attributes. Effective mentors demonstrated a commitment to the role as well as a flexibility pertaining to role adjustment depending on the context of the mentoring relationship.
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Date Issued: 2010
Identifier: CFE0003438, ucf:48378
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003438

Title: THE IMPLEMENTATION OF INTERACTIVE SCIENCE NOTEBOOKS ANDTHE EFFECT IT HAS ON STUDENTS WRITING.
Creator: Braxton, Eva, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The purpose of this study was to determine whether or not my practice of implementing Interactive Science Notebooks (ISN) impacts 4th grade students writing in science. Through this action research, studentsÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚ÂƒÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚ÂƒÃƒÂ...
Show moreThe purpose of this study was to determine whether or not my practice of implementing Interactive Science Notebooks (ISN) impacts 4th grade students writing in science. Through this action research, studentsÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚ÂƒÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' writing was analyzed to determine whether the use of ISN affected studentsÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚ÂƒÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' use of details, support claims and justifications in their written responses. Also through the use of the Interactive Science Notebook, studentsÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚ÂƒÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' use of science vocabulary in their writing was also analyzed. Finally, studentsÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚ÂƒÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' reflective writing practices were examined in order to determine how students understood and explored physical science. A triangulation of data gathered consisted of the use of rubrics, focus groups and one-on-one conferencing. The data collected from this action research implied that the Interactive Science Notebooks did indeed have an impact on studentsÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚ÂƒÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' scientific writing. Students writing reflections demonstrated an increase in the use of claims and evidence, and meaningful questions related to the science topic investigated.
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Date Issued: 2010
Identifier: CFE0003058, ucf:48320
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003058

Title: SCIENCE TEACHERS' BELIEFS CONCERNING REFORM POLICIES: COMPARISONS BASED ON GRADE LEVEL, ACHIEVEMENT HISTORY, AND SOCIOECONOMIC STATUS.
Creator: Hallett, Rachel, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: In an effort to increase the relevance and rigor of the science curriculum being taught in schools throughout Florida, the Next Generation Sunshine State Standards were developed and districts throughout the state began processing them for use in the K-12 classrooms. With a history of adopt and abandon reform strategies, one district wanted to follow a more structured implementation approach to better ensure a successful transition to the new standards. As the first aspect of the approach,...
Show moreIn an effort to increase the relevance and rigor of the science curriculum being taught in schools throughout Florida, the Next Generation Sunshine State Standards were developed and districts throughout the state began processing them for use in the K-12 classrooms. With a history of adopt and abandon reform strategies, one district wanted to follow a more structured implementation approach to better ensure a successful transition to the new standards. As the first aspect of the approach, teachers in grades 3-8 were asked to complete two instruments which gauged their beliefs regarding the Next Generation Standards in science. Quantitative analysis of the responses revealed differences in beliefs among teachers at different grade levels, at schools with different socio-economic statuses, and at schools with different standardized test performance histories. Qualitative analysis uncovered the nature of the differences and allowed for a clearer view of the current state of science reform in the district.
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Date Issued: 2010
Identifier: CFE0003203, ucf:48584
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003203

Title: Novice Science Teachers' Thinking About the Purpose of Teachers' Questions.
Creator: Crittenden, Gwyndolyn, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: Effective teacher questioning during whole group instruction remains an important pedagogy in science education, especially the importance of helping novice teachers to guide student thinking using effective questions. This study examined how novice secondary science teachers' understand the relationship between student thinking and teacher questioning. The sample was seven novice secondary science teachers' enrolled in the University of Central Florida's job embedded Resident Teacher...
Show moreEffective teacher questioning during whole group instruction remains an important pedagogy in science education, especially the importance of helping novice teachers to guide student thinking using effective questions. This study examined how novice secondary science teachers' understand the relationship between student thinking and teacher questioning. The sample was seven novice secondary science teachers' enrolled in the University of Central Florida's job embedded Resident Teacher Professional Preparation Program (RTP3). All participants received instruction and guided practice with the use of questions to elicit, probe, and challenge student ideas in the secondary science pedagogy class. Participants completed a questionnaire describing their teaching experience and science content knowledge. The primary data were think aloud interviews describing their thinking while observing two science instruction videos. Protocols, critical incident interviews, and field notes were transcribed and coded for analysis. Descriptive codes identified properly classified question types and the purpose or value of questions, student thinking, and student reaction to teacher questions. Pattern codes identified student engagement, feedback, wait time, and communication patterns. The think aloud used in this study provided insight into what the participants were thinking about the purposes of questions to elicit, probe, and challenge student ideas and gave insight into the decision process. Evidence from the protocol analysis provided insight about what the participants were thinking about the decisions made when attending to teacher questions and student thinking. All seven participants identified question types using language suggesting they understood the differences, but at a na(&)#239;ve level. Although participants used the correct language to show understanding of the question types, they had a fairly na(&)#239;ve understanding of the pedagogical purpose of the questions. This was especially true of the questions to elicit student ideas, but perhaps less true of the probing and challenging questions. The participants had more of a ritualistic understanding of the questions to elicit student ideas; they noticed them but perhaps did not have a deep understanding of this question type. Analyses of this study also revealed novice teachers learning is framed by the priorities of the public school system. All participants attended to teacher instruction, especially wait time and student engagement, while a few participants focused on feedback, praise, and higher- and lower-order questions. This study suggested school culture and the way teachers are now assessed may scaffold and support these teachers to have a more nuanced and sophisticated understanding of questioning and student thinking than has previously been reported for novice/beginning teachers. While some aspects of school culture and assessment may be problematic- i.e. wait time, feedback, praise, higher-order questions, etc.-on the whole it seems to be leading them in the right direction.
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Date Issued: 2014
Identifier: CFE0005153, ucf:50690
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005153

Title: A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color.
Creator: Austin, Cavel, Olan, Elsie, Hewitt, Randall, Jeanpierre, Bobby, Puig, Enrique, University of Central Florida
Abstract / Description: The deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions among other schools of thoughts. The purpose of this grounded theory study is to provide a rich description about this phenomenon and to propose theoretical pedagogical adjustments in the classroom as it relates to educating students of color. The study applies Charmaz (2014) Constructivist approach to grounded...
Show moreThe deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions among other schools of thoughts. The purpose of this grounded theory study is to provide a rich description about this phenomenon and to propose theoretical pedagogical adjustments in the classroom as it relates to educating students of color. The study applies Charmaz (2014) Constructivist approach to grounded theory methods to examine the following research questions: (RQ1) How do teachers' narratives about students of color depict their teaching experiences and (RQ2) How do teachers' narratives about students of color inform students learning? Two overarching themes emerged in this study: practicing color blindness impacts cultural responsiveness while perpetuate deficit thinking, and understanding cultural background stimulates sensitivity when designing curriculum for students of color. The findings of this research demonstrate teachers' deficit thinking depicts their pedagogical practices and informs students learning. The research has both practical and theoretical implications for dispelling the deficit thinking regarding students of color.
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Date Issued: 2019
Identifier: CFE0007779, ucf:52339
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007779

science (7)	+ -
inquiry (4)	+ -
beliefs (3)	+ -
elementary (3)	+ -
mentoring (3)	+ -

science education (3)	+ -
self-efficacy (3)	+ -
attitudes (2)	+ -
education (2)	+ -
elementary education (2)	+ -
elementary science (2)	+ -
higher education (2)	+ -
middle school (2)	+ -
student achievement (2)	+ -
student performance (2)	+ -
Allocated Time (1)	+ -
Anti-racist theory (1)	+ -
Assessment (1)	+ -
At-risk Students (1)	+ -
Bilingual (1)	+ -
Colorblindness (1)	+ -
Constructivist Grounded Theory (1)	+ -
Culturally Responsive (1)	+ -
Deficit Thinking (1)	+ -
Direct Instruction (1)	+ -
Diversity (1)	+ -
Doctoral Students (1)	+ -
Education (1)	+ -
Engineering (1)	+ -
Engineering design challenge (1)	+ -

University of Central Florida (31)	+ -
Jeanpierre, Bobby (29)	+ -
Everett, Robert (3)	+ -
Olan, Elsie (3)	+ -
Boote, David (2)	+ -

Crupi, Samuel (2)	+ -
Gresham, Regina (2)	+ -
Haciomeroglu, Erhan (2)	+ -
Hopp, Carolyn (2)	+ -
Puig, Enrique (2)	+ -
Anderson, Clinton (1)	+ -
Arthur, Debbie (1)	+ -
Austin, Cavel (1)	+ -
Bess, Brooke (1)	+ -
Beverly, Monifa (1)	+ -
Bisogno, Janet (1)	+ -
Braxton, Eva (1)	+ -
Brunton, Gregory (1)	+ -
Butler, Malcolm (1)	+ -
Cassani, Mary Kay (1)	+ -
Clayton, Angela (1)	+ -
Crittenden, Gwyndolyn (1)	+ -
Daire, Andrew (1)	+ -
Dames, Jennifer (1)	+ -
Damico, Nicole (1)	+ -
Dieker, Lisa (1)	+ -
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