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THE EFFECTS OF SCIENCE INQUIRY IN A FOURTH GRADE CLASSROOM
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
CAN GUIDED INQUIRY BASED LABS IMPROVE PERFORMANCE IN DATA ANALYSIS AND CONCLUSION SYNTHESIS IN SIXTH GRADE LIFE SCIENCE?
Title
CAN GUIDED INQUIRY BASED LABS IMPROVE PERFORMANCE IN DATA ANALYSIS AND CONCLUSION SYNTHESIS IN SIXTH GRADE LIFE SCIENCE?.
Creator
Moore, Melonie, Everett, Robert, University of Central Florida
Abstract / Description
Desiring to examine the performance of science process skills such as data analysis and conclusion synthesis in sixth grade Life Science students, I used an inquiry strategy called "guided inquiry" in a series of six laboratory assignments during the normal county-mandated order of instruction for Life Science. I based my analysis upon these laboratory exercises, a survey of student attitudes towards science done before the study began and after the study completed, an assessment of inquiry...
Show moreDesiring to examine the performance of science process skills such as data analysis and conclusion synthesis in sixth grade Life Science students, I used an inquiry strategy called "guided inquiry" in a series of six laboratory assignments during the normal county-mandated order of instruction for Life Science. I based my analysis upon these laboratory exercises, a survey of student attitudes towards science done before the study began and after the study completed, an assessment of inquiry understanding done before and after the study was finished, routine material tests, and a science final class evaluation done after the study was finished. Emphasis was placed upon examining the content of the laboratory reports which required students to analyze their experiments and draw a conclusion based upon their findings. The study found that while most students did grasp the desired scientific principles the labs were designed to teach, they had difficulty in formulating a structured and detailed account of their experiences without guidance. The study helped to further understanding of student performance and learning in science process skills such as data analysis and conclusion synthesis.
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Date Issued
2009
Identifier
CFE0002807, ucf:48123
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002807
THE EFFECT OF INQUIRY-BASED INSTRUCTION ON STUDENTS' PARTICIPATION AND ATTITUDES IN A THIRD GRADE SCIENCE CLASSROOM
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
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 EFFECT OF AN INQUIRY-BASED SCIENCE CURRICULUM ON STUDENT ATTITUDES AND PARTICIPATION
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
SCIENCE INQUIRY KITS AND TEACHER PREPAREDNESS TO TEACH SCIENCE AS INQUIRY IN ELEMENTARY CLASSROOMS
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
COLLEGE SCIENCE TEACHERS' INQUIRY BELIEFS AND PRACTICES IN THE SCIENCE CLASSROOM
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
A JOURNEY OF TEACHING AND LEARNING IN SCIENCE EDUCATION: THE MICROCULTURE OF EMERGING INQUIRY-BASED SCIENCE INSTRUCTION IN AN URBAN, LOW SOCIOECONOMIC ELEMENTARY SCHOOL SCIENCE LAB
Title
A JOURNEY OF TEACHING AND LEARNING IN SCIENCE EDUCATION: THE MICROCULTURE OF EMERGING INQUIRY-BASED SCIENCE INSTRUCTION IN AN URBAN, LOW SOCIOECONOMIC ELEMENTARY SCHOOL SCIENCE LAB.
Creator
Dahl, Kimberly, Holt, Larry, University of Central Florida
Abstract / Description
This ethnographic study of emerging inquiry-based science instruction in an urban, low socioeconomic elementary school science lab was designed to gain insight into the perspectives of the teacher and students. The study involved a Central Florida elementary school whose population was over 80 percent African-American. In this six month study, the researcher examined the classroom setting of a science lab teacher and her fourth and fifth grade students during a six month period of time. Data...
Show moreThis ethnographic study of emerging inquiry-based science instruction in an urban, low socioeconomic elementary school science lab was designed to gain insight into the perspectives of the teacher and students. The study involved a Central Florida elementary school whose population was over 80 percent African-American. In this six month study, the researcher examined the classroom setting of a science lab teacher and her fourth and fifth grade students during a six month period of time. Data sources included interviews, field notes, reflections, and student work , which were used to identify the emerging themes and patterns in the study. The emergent themes were grouped into two categories: the perspective of the teacher and students in the inquiry environment and the microculture of the teacher and students in that environment. The teacher's perspectives on instructional strategies, standard based instructional guidelines, and the realities of teaching in an urban low socioeconomic setting were the major emergent themes. The students' perspectives into environment and sense-making of elementary school students were the other major emergent themes. Chapter I provides background and the significance of the study. Chapter II provides a research of the literature surrounding inquiry-based instruction in science education. Chapter III describes the methodology, specifically the ethnographic approach to this study. A metaphoric journey down the river of perspectives in science lab classroom sets the tone for Chapter IV. This chapter provides a "view from the shore," an introduction to the general background of the elementary school. Chapter V explores the teacher perspectives, and uses vignettes to analyze instructional strategies, questioning, assessment, standards state and district guideline and the realities of teaching. Chapter VI discusses the student perspectives, and uses vignettes to analyze behaviors and actions, responsibility of learners, assessment, and ways of knowing. Chapter VII pulls together conclusions, implications, and recommendations for further research.This study contributes to the total body of research of science education in two ways: 1. It provides student and teacher perspectives on science in an urban, low socioeconomic elementary school. 2. It provides research with a teacher and student perspective of inquiry-based science instruction.
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Date Issued
2004
Identifier
CFE0000064, ucf:46128
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000064
THE EFFECTS OF INCREASING FAMILY INVOLVEMENT ON STUDENT ACHIEVEMENT IN SCIENTIFIC INQUIRY
Title
THE EFFECTS OF INCREASING FAMILY INVOLVEMENT ON STUDENT ACHIEVEMENT IN SCIENTIFIC INQUIRY.
Creator
DeNoon, Patricia, Everett, Robert, University of Central Florida
Abstract / Description
Research has shown that there is a positive correlation with student performance when there are members of the family, primarily a parent, who are actively involved with the student and their education. The following action research plan was designed to determine how increasing parental involvement affected student performance in a scientific inquiry program. This was done by offering "parenting a middle school student" workshops, encouraging family run practices at home, and inviting parents...
Show moreResearch has shown that there is a positive correlation with student performance when there are members of the family, primarily a parent, who are actively involved with the student and their education. The following action research plan was designed to determine how increasing parental involvement affected student performance in a scientific inquiry program. This was done by offering "parenting a middle school student" workshops, encouraging family run practices at home, and inviting parents to attend a class with their student. This research was conducted in a large middle school in a central Florida school district with two 7th grade classrooms. One classroom served as the control group, while the second served as the experimental group. The teacher researcher was responsible for increasing communication with the parents in regards to student behavior and/or performance. Implementation of increased communications are associated with keeping parents informed, however they only work to increase student performance if the parent uses the increased communication and applies the information to use at home. Analysis of the data indicated that there was no difference between the two classes. The majority of the invited parents in the experimental group did not participate in the parent workshops. Students in the experimental groups showed little or no difference in grades on the post unit exam or in their overall grades. Additional research with smaller sampling sizes would be a recommendation of this researcher. When working with an average of one hundred and twenty students on a regular basis, working with twenty five sets of parents to increase communication was a daunting task. The researcher would recommend having an experimental group of no more than ten for future ii i studies. Although a small sample may be sufficient for a descriptive study, it's recognized that a small sample will likely not have sufficient power to detect statistically significant differences if they exist.
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Date Issued
2007
Identifier
CFE0001689, ucf:47219
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001689
ADDRESSING SCIENTIFIC LITERACY THROUGH CONTENT AREA READING AND PROCESSES OF SCIENTIFIC INQUIRY: WHAT TEACHERS REPORT
Title
ADDRESSING SCIENTIFIC LITERACY THROUGH CONTENT AREA READING AND PROCESSES OF SCIENTIFIC INQUIRY: WHAT TEACHERS REPORT.
Creator
Cooper, Susan, Boote, David, University of Central Florida
Abstract / Description
The purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem...
Show moreThe purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem was investigated using grounded theory methodology. Open-ended questions were asked in three focus groups and six individual interviews that included teachers from various Florida school districts. The constant comparative approach was used to analyze the data. Initial codes were collapsed into categories to determine the conceptual relationships among the data. From this, the five core categories were determined to be Influencers, Issues, Perceptions, Class Routines, and Future Needs. These relate to the central phenomenon, Instructional Modifications, because teachers often described pragmatic and philosophical changes in their teaching as they deliberated to meet state standards in both reading and science. Although Florida's secondary science teachers have been asked to incorporate content reading strategies into their science instruction for the past several years, there was limited evidence of using these strategies to further student understanding of scientific processes. Most teachers saw little connection between reading and inquiry, other than the fact that students must know how to read to follow directions in the lab. Scientific literacy, when it was addressed by teachers, was approached mainly through class discussions, not reading. Teachers realized that students cannot learn secondary science content unless they read science text with comprehension; therefore the focus of reading instruction was on learning science content, not scientific literacy or student inquiry. Most of the teachers were actively looking for reading materials and strategies to facilitate student understanding of science concepts, but they did not want to give up limited class time attempting methods that have not been proven to be successful in science classrooms.
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Date Issued
2004
Identifier
CFE0000266, ucf:46218
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000266
THE EFFECTS OF INQUIRY AND SINGLE-GENDER GROUPING ON SECOND GRADE GIRLS' ATTITUDES AND PARTICIPATION IN SCIENCE
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
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
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
Using argument as a bridge between literacy and science: An intervention study in a science methods course for elementary preservice teachers
Title
Using argument as a bridge between literacy and science: An intervention study in a science methods course for elementary preservice teachers.
Creator
Grysko, Rebeca, Zygouris-Coe, Vassiliki, Gao, Su, Roberts, Sherron, Fang, Zhihui, Bai, Haiyan, University of Central Florida
Abstract / Description
The purpose of this study was to investigate the impact of an intervention on teaching science as argument within a science methods course on elementary preservice teachers' (PSTs') (a) understandings of the nature of science (NOS), (b) knowledge about argumentation, (c) complexity of their written explanations, and (d) ability to incorporate components of the framework for teaching science as argument to support students' literacy and science learning. This mixed-methods study utilized an...
Show moreThe purpose of this study was to investigate the impact of an intervention on teaching science as argument within a science methods course on elementary preservice teachers' (PSTs') (a) understandings of the nature of science (NOS), (b) knowledge about argumentation, (c) complexity of their written explanations, and (d) ability to incorporate components of the framework for teaching science as argument to support students' literacy and science learning. This mixed-methods study utilized an embedded quasi-experimental design with a treatment (n = 20) and control group (n = 25). The treatment group instructor, who completed an eight-week professional development course, implemented the intervention protocol across a 12-week period. Throughout the intervention, emphasis was placed on three key components of teaching science as argument (i.e., argument structure, public reasoning, and the language of science). The control group instructor, who did not partake in any professional learning activities, implemented business-as-usual instruction. Results from a repeated measures MANOVA revealed that, although the intervention did not have a significant impact on PSTs' knowledge of argumentation, PSTs who received the intervention did demonstrate a significant increase in their understanding of the NOS and in the complexity of their written explanations, as compared to PSTs who did not receive the intervention. Furthermore, analysis of PSTs' written lesson plans revealed several themes (i.e., opportunities for students to collect and analyze data, use of scaffolds for helping students construct scientific explanations, emphasis on the use of text to support scientific inquiry, and attention to developing students' science vocabulary) consistent with the framework for teaching science as argument. These findings contribute to a growing body of evidence illustrating the effectiveness of intentionally designed teacher preparation experiences for developing PSTs' knowledge, beliefs, and practices for supporting students' engagement in scientific explanation and argument.
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Date Issued
2019
Identifier
CFE0007643, ucf:52477
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007643
Probing Space: Formative Assessment in a Middle School Inquiry-Based Science Classroom
Title
Probing Space: Formative Assessment in a Middle School Inquiry-Based Science Classroom.
Creator
Anderson, Clinton, Jeanpierre, Bobby, Gresham, Regina, Everett, Robert, University of Central Florida
Abstract / Description
This action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative...
Show moreThis action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative assessment techniques including (")talk-friendly(") probes, sticky bars, and agree-disagree statements were used in the classroom to expose gaps in knowledge, to facilitate discourse, and promote self-assessment. A triangulation of data included a district-provided pre/post-test, teacher observation, written and oral student responses of formative assessment, self-assessment, discourse, and student self-assessment on a learning goal tracker. Data gathered from student responses to formative assessment techniques given during discourse, lab experiences, in written responses, and from the student learning scale tracker were analyzed to expose misconceptions and gaps in knowledge and guide classroom instruction. Data showed that student performance data improved overall and students narrowed gaps in knowledge of the Sun-Earth-Moon system. Improvement in student participation and skill of discourse was evident; however students needed more practice developing written explanations for phenomenon within the Sun-Earth-Moon system. Through the use of self-assessments students showed improvement in ability to self-assess and realized gained knowledge toward their learning goal.
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Date Issued
2012
Identifier
CFE0004285, ucf:49527
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004285
The Effectiveness of Project-Based Learning Using Digital Storytelling Technology on Improving Second-Grade Students' Performance of Science Standards
Title
The Effectiveness of Project-Based Learning Using Digital Storytelling Technology on Improving Second-Grade Students' Performance of Science Standards.
Creator
Dorr, Mariella, Everett, Robert, Gresham, Gina, Ortiz, Enrique, University of Central Florida
Abstract / Description
The purpose of this study was to find the effectiveness of digital storytelling technology integration through a project-based learning approach using digital stories combined with hands-on guided inquiry science lessons. As a teacher researcher, the focus was on the effectiveness in the performance of second-grade students using higher-order thinking science standards. For a period of ten weeks, the researcher through comparative action research investigated how emergent technology...
Show moreThe purpose of this study was to find the effectiveness of digital storytelling technology integration through a project-based learning approach using digital stories combined with hands-on guided inquiry science lessons. As a teacher researcher, the focus was on the effectiveness in the performance of second-grade students using higher-order thinking science standards. For a period of ten weeks, the researcher through comparative action research investigated how emergent technology integration improved the performance of two second-grade classrooms implementing three higher-order thinking life science standards. A total of 27 students from two second-grade classrooms volunteered for this research. For the study, a pretest and posttest from Classroom A and Classroom B were utilized for the quantitative data analysis. A web-based rubric was created to assess the science digital story and student journals. The students also completed a self-assessment progression scale at the end of the study. The data collected showed an improvement in the performance of second-grade students using higher-order thinking science standards with technology integration.
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Date Issued
2017
Identifier
CFE0006871, ucf:51753
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006871
Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
Title
Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
Creator
Clark, Paola, Boote, David, Vitale, Thomas, Hopp, Carolyn, Swan, Bonnie, University of Central Florida
Abstract / Description
This design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly...
Show moreThis design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly practitioners. In order to fulfill its purpose, this study addressed three main goals: clarifying the Ed.D. in Curriculum and Instruction program goals, objectives, and research continuum learning outcomes; developing research course sequence curriculum maps; and redesigning sample curriculum units for individual research courses.The curriculum mapping and redesign process was supported by research-based design choices in alignment with the practice-oriented nature of the program. These design choices included the Carnegie Project on the Education Doctorate Working Principles and Design Concepts, in particular the use of Inquiry as Practice as the main redesign framework in combination with improvement science principles. These frameworks were first used as foundations to clarify the Ed.D. in Curriculum and Instruction program goal and overall objectives. Later, user-centered design principles were applied to create faculty and student personas in order to inform the redefinition of individual research course learning outcomes. In addition, the frameworks were used to create alignment matrices and demonstrate where they supported each of the program objectives. This iterative process was carried out simultaneously with the course curriculum map redesign for each of the research continuum courses using backward design principles, the spiral curriculum model, and taking into consideration the most suitable instructional modality for learning outcomes, including the best suited education technology choices. Further, some proposed sample course units were developed in greater detail utilizing Universal Design for Learning principles and the prioritization of learning outcomes. Course contents were selected based on cognitive and reasoning learning theories pertaining to mixed method courses for professional practitioners.The developed prototypes support the continuous Ed.D. in Curriculum and Instruction curriculum redesign efforts of the program and College of Education and Human Performance at the University of Central Florida and clearly distinguish the Ed.D. in Curriculum and Instruction program from traditional, research-based doctorates. Similarly, at the national level, this study also sought to benefit other CPED-influenced professional practice programs, as they also consider the careful redesign of their research or inquiry sequences to define their programs as ones that fully address the needs of advanced professional educators. Acknowledging the limitations of this study, further studies should identifying the motivational, cognitive, and organizational causes affecting student learning outcomes. Implementing and evaluating the prototypes developed to ensure their effectiveness in preparing scholarly practitioners to act as agents of change in their professional practices.
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Date Issued
2016
Identifier
CFE0006285, ucf:51585
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006285