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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
The Influence of Instruction in Base 8 on Prospective Teachers' Mathematical Knowledge for Teaching
Title
The Influence of Instruction in Base 8 on Prospective Teachers' Mathematical Knowledge for Teaching.
Creator
Harshman, Katie, Haciomeroglu, Erhan, Andreasen, Janet, Witta, Eleanor, Safi, Farshid, Lewis, Nancy, University of Central Florida
Abstract / Description
The focus of this research project was to extend existing research literature by providing insight to how prospective teachers with differing levels of mathematical knowledge developed their conceptual understanding of whole number concepts and operations. Prospective teachers of interest were enrolled in an Elementary School Mathematics Course for Teachers (in the College of Education) with a whole number concepts and operations unit set entirely in base 8. In this mixed-mode study,...
Show moreThe focus of this research project was to extend existing research literature by providing insight to how prospective teachers with differing levels of mathematical knowledge developed their conceptual understanding of whole number concepts and operations. Prospective teachers of interest were enrolled in an Elementary School Mathematics Course for Teachers (in the College of Education) with a whole number concepts and operations unit set entirely in base 8. In this mixed-mode study, participants were given the MKT, a measure designed to measure teacher mathematical knowledge for teaching, before and after taking the base 8 unit. The researcher focused on two specific constructs: Common Content Knowledge (CCK) and Specialized Content Knowledge (SCK). The qualitative portion of the study involved carefully constructed student interviews which allowed the researcher to deeply explore how prospective teacher conceptual understanding changed as a result of taking the unit in base 8. Four participants with varying levels of knowledge were selected to be interviewed based upon initial scores on the MKT: 1) low CCK and low SCK, 2) low CCK and high SCK, 3) high CCK and low SCK, 4) high CCK and high SCK. Results of the interviews were used to help explain results from the MKT. Quantitative and qualitative results showed that participants did not significantly increase their CCK, but did experience an increase in their conceptual understanding (SCK) as a result of taking the unit in base 8. Most prospective teachers entering the Elementary School Mathematics Course already had high procedural knowledge of the algorithms associated with elementary mathematics, which could account for the non-significant increase in CCK. Prospective teachers all showed deeper conceptual understanding of whole number concepts and operations at varying levels by the end of the base 8 unit. Prospective teachers showed their increased understanding by way of explanations, justifications, and alternate solution strategies.
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Date Issued
2016
Identifier
CFE0006321, ucf:51552
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006321