Science.gov

Sample records for 5th grade science

  1. Teaching 5th grade science for aesthetic understanding

    NASA Astrophysics Data System (ADS)

    Girod, Mark A.

    Many scientists speak with great zeal about the role of aesthetics and beauty in their science and inquiry. Few systematic efforts have been made to teach science in ways that appeal directly to aesthetics and this research is designed to do just that. Drawing from the aesthetic theory of Dewey, I describe an analytic lens called learning for aesthetic understanding that finds power in the degree to which our perceptions of the world are transformed, our interests and enthusiasm piqued, and our actions changed as we seek further experiences in the world. This learning theory is contrasted against two other current and popular theories of science learning, that of learning for conceptual understanding via conceptual change theory and learning for a language-oriented or discourse-based understanding. After a lengthy articulation of the pedagogical strategies used to teach for aesthetic understanding the research is described in which comparisons are drawn between students in two 5th grade classrooms---one taught for the goal of conceptual understanding and the other taught for the goal of aesthetic understanding. Results of this comparison show that more students in the treatment classroom had aesthetic experiences with science ideas and came to an aesthetic understanding when studying weather, erosion, and structure of matter than students in the control group. Also statistically significant effects are shown on measures of interest, affect, and efficacy for students in the treatment class. On measures of conceptual understanding it appears that treatment class students learned more and forgot less over time than control class students. The effect of the treatment does not generally depend on gender, ethnicity, or prior achievement except in students' identity beliefs about themselves as science learners. In this case, a significant interaction for treatment class females on science identity beliefs did occur. A discussion of these results as well as elaboration and

  2. An Investigation of Science and Technology Teachers' Views on the 5th Grade Science Course

    ERIC Educational Resources Information Center

    Dasdemir, Ikramettin

    2014-01-01

    This study was conducted to explore the science and technology teachers' views on the implementation of 5th grade science course. Open-ended questions were used as a data collection tool. The study sample consisted of 28 science and technology teachers working in Erzurum in 2012-2013 education year. The data gathered were analysed via content…

  3. A Longitudinal Study of a 5th Grade Science Curriculum Based on the 5E Model

    ERIC Educational Resources Information Center

    Scott, Timothy P.; Schroeder, Carolyn; Tolson, Homer; Huang, Tse-Yang; Williams, Omah M.

    2014-01-01

    The Center for Mathematics and Science Education at Texas A&M University contracted with Region 4 Education Service Center (ESC) and a large, diverse school district to conduct a longitudinal study from 2005-2009. The state achievement test scores of 5th graders who were taught using a Grade 5 science textbook designed by Region 4 ESC were…

  4. Comparing Science Learning among 4th-, 5th-, and 6th-Grade Students: STS versus Textbook-Based Instruction

    ERIC Educational Resources Information Center

    Yager, Robert E.; Choi, AeRan; Yager, Stuart O.; Akcay, Hakan

    2009-01-01

    Fifteen 4th-, 5th-, and 6th-grade teachers from five school districts each taught two sections of science--one with a Science-Technology-Society (STS) approach and the other with a more traditional textbook approach in which basic science concepts were the major organizers. Local, current, and personally relevant issues provided the context and…

  5. An Analysis of the Learning Activities Covered in the 5th Grade Science Textbooks Based on 2005 and 2013 Turkish Science Curricula

    ERIC Educational Resources Information Center

    Aydogdu, Cemil; Idin, Sahin

    2015-01-01

    The aim of this study is to analyze the learning activities covered in 5th grade elementary science textbooks which depend on 2005 and 2013 elementary science curricula. Two elementary science textbooks [which] depend on 2005 science curriculum and two elementary science textbooks [which] depend on 2013 science curriculum were researched. The…

  6. An Analysis of the Learning Activities Covered in the 5th Grade Science Textbooks Based on 2005 and 2013 Turkish Science Curricula

    ERIC Educational Resources Information Center

    Aydogdu, Cemil; Idin, Sahin

    2015-01-01

    The aim of this study is to analyze the learning activities covered in 5th grade elementary science textbooks which depend on 2005 and 2013 elementary science curricula. Two elementary science textbooks depends on 2005 science curriculum and two elementary science textbooks depend on 2013 science curriculum were researched. The study is a…

  7. Determination of Motivation of 5th Grade Students Living in Rural and Urban Environments towards Science Learning and Their Attitudes towards Science-Technology Course

    ERIC Educational Resources Information Center

    Kenar, Ismail; Köse, Mücahit; Demir, Halil Ibrahim

    2016-01-01

    In this research, determination of motivation of 5th grade students living in rural and urban environments towards science learning and their attitudes towards science-technology course is aimed. This research is conducted based on descriptive survey model. Samples are selected through teleological model in accordance with the aim of this…

  8. Integration of physical activity and technology motion devices within a combined 5th and 6th grade science curriculum

    NASA Astrophysics Data System (ADS)

    Finn, Kevin Eugene

    Background: National recommendations to increase school-based physical activity and promote academic success advise incorporating movement into traditional classroom lessons. Classroom-based physical activities have favorable associations with indicators of cognitive functioning, academic behaviors, and academic achievement. Purpose: This study analyzed the Active Science framework, which incorporated school-based physical activity within interactive science classroom lessons. Specifically, the study measured the effects of the Active Science framework on student physical activity levels in the classroom, student learning of science inquiry skills and content knowledge, and student perceptions of physical activity and science. A secondary purpose was to evaluate the teachers' perceptions on the implementation of the framework. Subjects: Participants were 37 Hispanic girls (age=11.1 +/-0.8 yr) in mixed 5th/6th grade science classes in a private, urban middle school. Methods: Physical activity levels of the students during the Active Science framework were measured using pedometers and heart rate monitors. Pre- and post-tests were used to assess the levels of learning achieved by the students in science inquiry skills and content during the Active Science framework. Student perceptions and attitudes toward science and physical activity were measured during student focus groups and pre-post perception surveys. Lesson plan evaluations completed by the teachers and structured interviews provided data on implementation of the framework. Results: Physical activity results showed heart rate (146 +/-9 bpm); maximal heart rate (196 +/-10.6 bpm); time (35 +/-2.5 mins); steps (3050 +/-402.7); calories (99 +/-8.4 kcal); and distance (1.1 +/-0.2 miles) while performing the activity portion of the science lessons were consistent with national recommendations for accumulating school-based physical activity. Significant increases in science content and skills test scores with a 22

  9. Implementing SPRINTT [Student Polar Research with IPY National(and International)Teacher Training] in 5th Grade Science

    NASA Astrophysics Data System (ADS)

    Glass, D. S.

    2009-12-01

    I implemented the new NSF-funded SPRINTT (Student Polar Research with IPY National (and International) Teacher Training) curriculum with a 5th grade science class. SPRINTT, developed at U.S. Satellite Laboratory, Inc., is a 5-8 week science program teaching 5th through 10th graders to investigate climate change using polar data. The program includes perspectives of both Western scientists and the indigenous Northern population. The course contains three phases: Phase 1 includes content, data interpretation, and hands-on experiments to study Frozen Water, Frozen Land, and Food; Phase 2 (optional) includes further content on specific polar topics; and Phase 3 is a scaffolded research investigation. Before the course, teachers were trained via live webinars. This curriculum capitalizes on children’s innate fascination with our planet’s final frontier and combines it with the politically and scientifically relevant topic of climate change. In 2009, I used SPRINTT with 23 heterogeneous fifth grade students at National Presbyterian School in Washington DC for an environmental science unit. Overall, it was a success. The students met most of the learning objectives and showed enthusiasm for the material. I share my experiences to help other educators and curriculum developers. The Phase 1 course includes earth science (glaciers, sea ice, weather and climate, greenhouse gases, seasons, and human impacts on environments), life science (needs of living things, food and energy transfer, adaptations, and ecosystems and biomes) and physical science (phases of matter). Tailoring the program, I focused on Phase 1, the most accessible material and content, while deemphasizing the more cumbersome Phase 3 online research project. Pre-assessments documented the students’ misconceptions and informed instruction. The investigations were appropriately educational and interesting. For example, students enjoyed looking at environmental factors and their impact on the people in the

  10. Evaluation of the Effects of Argumentation Based Science Teaching on 5th Grade Students' Conceptual Understanding of the Subjects Related to "Matter and Change"

    ERIC Educational Resources Information Center

    Çinar, Derya; Bayraktar, Sule

    2014-01-01

    The aim of this study is to evaluate the effects of Argumentation Based Science Teaching on 5th grade students' conceptual understanding of the subjects related to "Matter and Change". This research is a qualitative research and its design is a multiple (compare) case study. In this study, semi-structured interviews related to the…

  11. Evaluation of the Effects of Argumentation Based Science Teaching on 5th Grade Students' Conceptual Understanding of the Subjects Related to "Matter and Change"

    ERIC Educational Resources Information Center

    Çinar, Derya; Bayraktar, Sule

    2014-01-01

    The aim of this study is to evaluate the effects of Argumentation Based Science Teaching on 5th grade students' conceptual understanding of the subjects related to "Matter and Change". This research is a qualitative research and its design is a multiple (compare) case study. In this study, semi-structured interviews related to the…

  12. Two Successful Outreach Programs at Storm Peak Laboratory: GRASP for Undergraduates and Partnership for 5th Grade Science Education

    NASA Astrophysics Data System (ADS)

    Hallar, A. G.; McCubbin, I. B.; Wright, J.

    2007-12-01

    The Desert Research Institute operates a high elevation facility, Storm Peak Laboratory (SPL), located on the Steamboat Springs Ski Resort at an elevation 10,500 ft. SPL provides an ideal location for long-term atmospheric research. The SPL mission statement is to ensure that the laboratory will continue to integrate climate research and education by advancing discovery and understanding within the field of pollution, aerosol and cloud interactions. During the last year, SPL has created two successful outreach programs reaching very different audiences. First, to engage students from local elementary schools, SPL established a 5th grade climate education program. This program is based on a partnership between SPL and Yampatika's&penvironmental educators. Yampatika is a non-profit outdoor environmental education organization. The program spans three days for each school and includes five elementary schools. During the first day, educators from Yampatika visit each classroom to introduce the concepts of climate and weather as well as teach students how to use scientific equipment. During the field program on the second day, students measure and record information about temperature, pressure, relative humidity, wind speed, and particle concentration while they travel to SPL via the gondola (in winter) or Suburban (in fall). Once at the laboratory, students tour the facility, discuss SPL research activities, and explore application of these activities to their curriculum. Following the field trip, Yampatika educators and SPL scientists will visit the school for a follow-up to help children explore concepts, answer questions, and evaluate students" learning. The second program, Geoscience Research at Storm Peak (GRASP), was designed to engage students from underrepresented groups and created a partnership between three Minority Serving Institutions and the University of Nevada, Reno (UNR). Undergraduate students from Tennessee State University, Howard University

  13. Teachers' Inclusive Strategies to Accommodate 5th Grade Pupils' Crossing of Cultural Borders in Two Greek Multicultural Science Classrooms

    NASA Astrophysics Data System (ADS)

    Piliouras, Panagiotis; Evangelou, Odysseas

    2012-04-01

    The demographic changes in Greek schools underline the need for reconsidering the way in which migrant pupils move from their everyday culture into the culture of school science (a process known as "cultural border crossing"). Migrant pupils might face difficulties when they attempt to transcend cultural borders and this may influence their progress in science as well as the construction of suitable academic identities as a means of promoting scientific literacy. In the research we present in this paper, adopting the socioculturally driven thesis that learning can be viewed and studied as a meaning-making, collaborative inquiry process, we implemented an action research program (school year 2008-2009) in cooperation with two teachers, in a primary school of Athens with 85% migrant pupils. We examined whether the two teachers, who became gradually acquainted with cross-cultural pedagogy during the project, act towards accommodating the crossing of cultural borders by implementing a variety of inclusive strategies in science teaching. Our findings reveal that both teachers utilized suitable cross-border strategies (strategies concerning the establishment of a collaborative inquiry learning environment, and strategies that were in accordance with a cross-border pedagogy) to help students cross smoothly from their "world" to the "world of science". A crucial key to the teachers' expertise was their previous participation in collaborative action research (school years 2004-2006), in which they analyzed their own discourse practices during science lessons in order to establish more collaborative inquiry environments.

  14. Teachers' Inclusive Strategies to Accommodate 5th Grade Pupils' Crossing of Cultural Borders in Two Greek Multicultural Science Classrooms

    ERIC Educational Resources Information Center

    Piliouras, Panagiotis; Evangelou, Odysseas

    2012-01-01

    The demographic changes in Greek schools underline the need for reconsidering the way in which migrant pupils move from their everyday culture into the culture of school science (a process known as "cultural border crossing"). Migrant pupils might face difficulties when they attempt to transcend cultural borders and this may influence their…

  15. The effect of differentiated curriculum enhancements on the achievement of at-risk and normally achieving students in 5th grade science

    NASA Astrophysics Data System (ADS)

    Simpkins, Pamela Mccrea

    2007-12-01

    At-risk students show consistent patterns of under achievement and social maladjustment in school which leads to their demise in high school (McMillian & Reed, 1994). Similarly, special education students are at increased risk of not completing high school and do not perform as well on national achievement tests than their nondisabled peers (Land & Legters, 2002). It is possible that students at-risk for academic failure will not meet graduation requirements unless interventions are put in place to alleviate this problem. It has been documented that science textbooks contain difficult vocabulary and high reading levels that are challenging for struggling students. Using approaches such as activities oriented instruction, which supports the cooperative learning/peer tutoring model is one approach that has been successful with normally achieving and special education students. This research examined the effect of differentiated curriculum enhancements with peer tutoring on the achievement of at-risk and normally achieving students in science. A crossover design was implemented in three fifth grade inclusive classes, consisting of typically achieving students, students at-risk, and students with learning disabilities. The participants included 16 at-risk students, three special education students and 44 normally achieving students. The science review activities were implemented during two consecutive science units. One unit covered Earth and Space science. The other unit covered Light and Sound. Each curriculum enhancement had identification and production level activities. The identification level provided prompts; the production level did not provide prompts. Pretest and posttest were administered. Overall findings of the study revealed a significant interaction between experimental condition and treatment order, suggesting an advantage for students using differentiated curriculum enhancements. Main effects analysis suggested that students performed better on one

  16. Communicating Science to Impact Learning? A Phenomenological Inquiry into 4th and 5th Graders' Perceptions of Science Information Sources

    ERIC Educational Resources Information Center

    Gelmez Burakgazi, Sevinc; Yildirim, Ali; Weeth Feinstein, Noah

    2016-01-01

    Rooted in science education and science communication studies, this study examines 4th and 5th grade students' perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered…

  17. Work Values of 5th, 8th, and 11th Grade Students

    ERIC Educational Resources Information Center

    Hales, Loyde W.; Fenner, Bradford

    1972-01-01

    Self Realization, Job Security, Money, and Altruism were found to be the most important work values, with 5th and 8th grade students differing from 11th grade students on Altruism and Self Realization. (Author)

  18. Immigration: Law, Customs, History. 5th Grade Curriculum.

    ERIC Educational Resources Information Center

    Mertz, Gayle; And Others

    A fifth grade unit presents the history of immigration to the United States from a legal perspective. The eight sections are suitable for a comprehensive unit but may also be used selectively. Section A contains teacher materials: a chronological chart tying immigration laws to historical and cultural events, an overview of immigration…

  19. How Zucchini Won 5th-Grade Hearts.

    ERIC Educational Resources Information Center

    Cavaliere, Denise

    1987-01-01

    Describes an innovative gardening/nutrition education program in Tucson, Arizona, public elementary schools--Meals for Millions "Sow and Grow"--where children in kindergarten to sixth grade invest time and "tender loving cultivation" into their own school vegetable gardens and learn to like foods--zucchini--that are good for them. (Author/BB)

  20. Vocabulary and Syntactic Knowledge Factors in 5th Grade Students' Reading Comprehension

    ERIC Educational Resources Information Center

    Mokhtari, Kouider; Niederhauser, Dale S.

    2013-01-01

    In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…

  1. Oral Persuasion: A Saleable Work Skill. Occupation Simulation Packet. Grades 5th-6th.

    ERIC Educational Resources Information Center

    Lee, Dennis W.

    This teacher's guide contains simulated work experiences for 5th and 6th grade students using the isolated skill concept - oral persuasion. Teacher instructions include objectives, evaluation, and sequence of activities. The guide contains pre-tests and post-tests with instructions and answer keys. Two pre-skill activities are suggested, such as…

  2. Successfully Promoting 21st Century Online Research Skills: Interventions in 5th-Grade Classrooms

    ERIC Educational Resources Information Center

    Kingsley, Tara L.; Cassady, Jerrell C.; Tancock, Susan M.

    2015-01-01

    This quantitative study was developed to explore the ability to impact elementary student 21st Century online research skills with a planned classroom intervention curriculum. The repeated measures quasi-experimental study randomly assigned all 5th grade classes in a Midwestern, suburban school (n = 418) to a 12-week intervention or control…

  3. Effects of the 5th and 7th Grade Enhanced Versions of the "keepin' it REAL" Substance Use Prevention Curriculum

    ERIC Educational Resources Information Center

    Elek, Elvira; Wagstaff, David A.; Hecht, Michael L.

    2010-01-01

    This study assessed the outcomes of adapting the culturally-grounded, middle school, substance-use prevention intervention, "keepin' it REAL" ("kiR"), to target elementary school students and to address acculturation. At the beginning of 5th grade, 29 schools were randomly assigned to conditions obtained by crossing grade of implementation (5th,…

  4. Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System

    ERIC Educational Resources Information Center

    Acat, M. Bahaddin; Demiral, Hilmi; Kaya, Mehmet Fatih

    2016-01-01

    The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The scale used in the process of the study is "Web Based Listening Scale". In the process of the study,…

  5. Communicating Science to Impact Learning? A Phenomenological Inquiry into 4th and 5th Graders' Perceptions of Science Information Sources

    NASA Astrophysics Data System (ADS)

    Gelmez Burakgazi, Sevinc; Yildirim, Ali; Weeth Feinstein, Noah

    2016-04-01

    Rooted in science education and science communication studies, this study examines 4th and 5th grade students' perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered through classroom observations and interviews in four Turkish elementary schools. Focus group interviews with 47 students and individual interviews with 17 teachers and 10 parents were conducted. Participants identified a wide range of SIS, including TV, magazines, newspapers, internet, peers, teachers, families, science centers/museums, science exhibitions, textbooks, science books, and science camps. Students reported using various SIS in school-based and non-school contexts to satisfy their cognitive, affective, personal, and social integrative needs. SIS were used for science courses, homework/project assignments, examination/test preparations, and individual science-related research. Students assessed SIS in terms of the perceived accessibility of the sources, the quality of the content, and the content presentation. In particular, some sources such as teachers, families, TV, science magazines, textbooks, and science centers/museums ("directive sources") predictably led students to other sources such as teachers, families, internet, and science books ("directed sources"). A small number of sources crossed context boundaries, being useful in both school and out. Results shed light on the connection between science education and science communication in terms of promoting science learning.

  6. Storm Peak Laboratory 5th-6th Grade Climate and Weather Program

    NASA Astrophysics Data System (ADS)

    McCubbin, I. B.; Hallar, A. G.

    2008-12-01

    science. At the end of the day each student has a data sheet with measurements recorded from 5 locations of different elevations to take back to the classroom. Following the field trip, SPL scientists and educators visit the school for a follow-up to help children grasp concepts, represent their data set collected in graphical formats, answer questions, and evaluate students" learning. Currently, approximately 250 students annually participate in the SPL 5th and 6th grade climate education program.

  7. From Cooks to Carpenters: Measuring - A Saleable Work Skill. Occupation Simulation Packet. Grades 5th-6th.

    ERIC Educational Resources Information Center

    Kennedy, Helena

    This teacher's guide contains simulated work experiences for 5th and 6th grade students using the isolated skill concept - measuring. Teacher instructions include objectives, evaluation, and sequence of activities. The guide contains pre-tests and post-tests with instructions and answer keys. Three pre-skill activities are suggested, such as…

  8. Teacher and Parent Views on the Instruction of 5th Grade Students by Branch Teachers in the 4+4+4 Education System

    ERIC Educational Resources Information Center

    Yildizhan, Yusuf Hayri

    2015-01-01

    The objective of this study is to examine the teacher and parent views on the instruction of 5th grade students by branch teachers. This study is designed according to the phenomenology design and uses qualitative data. In order to collect data, open-ended questions were asked to 18 teachers and 16 parents of 5th grade students on the subject, and…

  9. 5-Step Methodology for Evaluation and Adaptation of Print Patient Health Information to Meet the <5th Grade Readability Criterion

    PubMed Central

    Hill-Briggs, Felicia; Schumann, Kristina P.; Dike, Ogechi

    2012-01-01

    Background In the setting of declining U.S. literacy, new policies include use of clear communication and low literacy accessibility practices with all patients. Reliable methods for adapting health information to meet such criteria remain a pressing need. Objectives To report method validation (Study 1) and method replication (Study 2) procedures and outcomes for a 5-step method for evaluating and adapting print health information to meet the current low literacy criterion of <5th grade readability. Materials Sets of 18 and 11 publicly-disseminated patient education documents developed by a university-affiliated medical center. Measures Three low-literacy criteria were strategically targeted for efficient, systematic evaluation and text modification to meet a <5th grade reading level: sentence length <15 words, writing in active voice, and use of common words with multisyllabic words (>2–3 syllables) minimized or avoided. Inter-rater reliability for the document evaluations was determined. Results Training in the methodology resulted in inter-rater reliability of 0.99–1.00 in Study 1 and 0.98–1.00 in Study 2. Original documents met none of the targeted low literacy criteria. In Study 1, following low-literacy adaptation, mean reading grade level decreased from 10.4±1.8 to 3.8±0.6 (p<0.0001), with consistent achievement of criteria for words per sentence, passive voice, and syllables per word. Study 2 demonstrated similar achievement of all target criteria, with a resulting decrease in mean reading grade level from 11.0±1.8 to 4.6±0.3 (p < 0.0001). Conclusions The 5-step methodology proved teachable and efficient. Targeting a limited set of modifiable criteria was effective and reliable in achieving <5th grade readability. PMID:22354210

  10. The Human Story: From Hominids to Homo Intelligens. A Curriculum Map for 5th Grade.

    ERIC Educational Resources Information Center

    Fluellen, Jerry E., Jr.

    A curriculum map for a year-long, fifth-grade, multidisciplinary project takes a performance view of understanding from Harvard University Project Zero's Research Center. Throughout the project and in each assessment of understanding, learners show what they know about human evolution. This guide to deep disciplinary understanding of the big idea…

  11. The Universal House: Energy, Shelter & The California Indian. Activity Guide, 4th/5th Grade.

    ERIC Educational Resources Information Center

    California Energy Extension Service, Sacramento.

    This activity guide links energy awareness with resource management and traditional California Indian cultures for the 3rd-6th grade span. The materials combine cooperative, hands-on activities with background information and learning extensions. The interdisciplinary lessons are built upon themes, concepts, and learning processes outlined in…

  12. Do Animals Have Rights? Teacher's Packet (for 4th, 5th, & 6th Grades).

    ERIC Educational Resources Information Center

    Sammut-Tovar, Dorothy; Sturla, Kim

    Activities in this unit are designed to sensitize students in grades 4-6 to the needs of animals and to the injustices many species suffer. The lessons focus on inhumane acts such as the use of steel-jaw traps, dogfighting, hunting, keeping exotic pets in captivity, using animals in entertainment, habitat destruction, factory farming, and animal…

  13. Interests of 5th through 10th Grade Students Regarding Enviromental Protection Issues

    ERIC Educational Resources Information Center

    Erten, Sinan

    2015-01-01

    This study investigates the extent of interest among middle and high school students in environmental protection issues along with the sources of their interests and factors that impact their interests, namely people with whom they interact and courses that they take related to the environment, science and technology. In addition, it is confirmed…

  14. The Arizona Galileoscope Project: A 5th Grade Rural Education Program

    NASA Astrophysics Data System (ADS)

    Sparks, Robert T.; Pompea, Stephen M.; Walker, Constance E.

    2015-01-01

    The Galileoscope is a low cost, high quality telescope kit developed for the International Year of Astronomy (IYA). Over 200,000 Galileoscopes have been sold and used by the public and education programs around the world.The National Optical Astronomy Observatory has been a leader in Galileoscope education programs. In 2009 we started the Arizona Galileoscope Star Party Program. We have partnered with rural school districts around the state including Flagstaff, Safford, Yuma, Globe and Payson to bring Galilesocope educational program to the students and teachers. The program begins with a professional development workshop where teachers learn about the optics of telescopes and how to assemble the Galileoscope and use it on a tripod. The teachers receive a Teaching With Telescopes (TWT) kit that contains a variety of lenses, lasers and lights to do all the activities in the workshop and a classroom supply of Galileoscopes and tripods to take back to their classroom. Their students learn about telescope optics and how to use a Galileoscope. Several weeks after the professional development workshop, a district wide star party is held for the parents, teachers and students.In the coming years, we are expanding the program in cooperation with Science Foundation Arizona. We are currently in the process of recruiting new cities to join the program in addition to supporting our previous communities. We will describe our past efforts, the evaluation of the program and our future expansion.

  15. Immediate and Short-Term Effects of the 5th Grade Version of the "keepin' it REAL" Substance Use Prevention Intervention

    ERIC Educational Resources Information Center

    Hecht, Michael L.; Elek, Elvira; Wagstaff, David A.; Kam, Jennifer A.; Marsiglia, Flavio; Dustman, Patricia; Reeves, Leslie; Harthun, Mary

    2009-01-01

    This study assessed the immediate and short-term outcomes of adapting a culturally-grounded middle school program, "keepin' it REAL", for elementary school students. After curriculum adaptation, 10 schools were randomly assigned to the intervention in 5th grade with follow-up boosters in 6th grade; 13 schools were randomly assigned to the control…

  16. The Effect of Direct Instruction Strategy on Math Achievement of Primary 4th and 5th Grade Students with Learning Difficulties

    ERIC Educational Resources Information Center

    Al-Makahleh, Ahmad Abdulhameed Aufan

    2011-01-01

    This study seeks to verify the effect of direct instruction strategy on Math achievment of students with learning difficulties in the fourth and fifth grade levels and measure the improvement in their attitudes to Mathematics. Sample consisted of sixty (60) students with Math learning difficulties attending 4th and 5th grade level resource rooms…

  17. I Invite You To Know the Earth II. 5th to 8th Grade of Preparatory School Teacher's Guide [and] 5th to 8th Grade of Preparatory School Textbook.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Paris (France). Intergovernmental Oceanographic Commission.

    The student textbook is designed for grades 5-8 and explores various earth science topics. A cartoon character named Tommy Tsumi explores earth facts and concepts throughout the text. Activities, materials, and learning objectives for each unit in the textbook are presented in the teacher's guide. Units in both books include: (1) "The Outside of…

  18. The Social Interactions of Students with Disabilities in a 5th Grade Level Inclusive Classroom and the Effect on Academic Achievement

    ERIC Educational Resources Information Center

    Marshall-Reed, Estella

    2010-01-01

    This dissertation is a qualitative, ethnographic case study of 3 students with disabilities. The purpose of this research study was to observe and collect descriptive accounts of the social interactions that exist between the cultures in a 5th grade level inclusive classroom, such as the interactions between the special education students, general…

  19. Elementary Science: Grade 2.

    ERIC Educational Resources Information Center

    Carroll County Public Schools, Westminster, MD.

    This grade 2 science curriculum guide contains three activity units: (1) insects; (2) measuring; and (3) sink or float. Each unit contains a rationale, teacher background material, lesson plans, and lists of resources including books, audiovisual materials, resource persons, and science activity modules. The lesson plans list the science processes…

  20. Elementary Science: Grade 5.

    ERIC Educational Resources Information Center

    Carroll County Public Schools, Westminster, MD.

    This grade 5 science curriculum guide contains four activity units: (1) mineral identification; (2) earth science; (3) soil analysis; and (4) small friends community. Each unit contains a letter to the parents to introduce the unit, lesson plans, and word searches. The lesson plans list the science processes involved, content objectives,…

  1. A Study of 3rd and 5th Grade Students' Oral Language during the Writing Process in Elementary Classrooms.

    ERIC Educational Resources Information Center

    Kasten, Wendy C.; Clarke, Barbara K.

    Using ethnographic techniques to observe seven fifth grade and seven third grade students, a study examined the function of children's oral language during creative writing sessions in typical classroom situations. Findings indicated that oral language plays an important role in the writing process; specifically, that it (1) accompanies writing as…

  2. (S)Partners for Heart Health: a school-based program for enhancing physical activity and nutrition to promote cardiovascular health in 5th grade students

    PubMed Central

    Carlson, Joseph J; Eisenmann, Joey C; Pfeiffer, Karin A; Jager, Kathleen B; Sehnert, Scott T; Yee, Kimbo E; Klavinski, Rita A; Feltz, Deborah L

    2008-01-01

    Background The American Heart Association Position Statement on Cardiovascular Health Promotion in Public Schools encourages school-based interventions for the primary prevention of cardiovascular disease (CVD) through risk factor prevention or reduction in children with an emphasis on creating an environment that promotes healthy food choices and physical activity (PA). In an effort to address issues related to CVD risk factors including obesity in Michigan children, a multi-disciplinary team of Michigan State University (MSU) faculty, clinicians, and health profession students was formed to "(S)partner" with elementary school physical education (PE) teachers and MSU Extension staff to develop and implement a cost-effective, sustainable program aimed at CVD risk factor prevention and management for 5th grade students. This (S)partnership is intended to augment and improve the existing 5th grade PE, health and nutrition curriculum by achieving the following aims: 1) improve the students' knowledge, attitudes and confidence about nutrition, PA and heart health; 2) increase the number of students achieving national recommendations for PA and nutrition; and 3) increase the number of students with a desirable CVD risk factor status based on national pediatric guidelines. Secondary aims include promoting school staff and parental support for heart health to help children achieve their goals and to provide experiential learning and service for MSU health profession students for academic credit. Methods/Design This pilot effectiveness study was approved by the MSU IRB. At the beginning and the end of the school year students undergo a CVD risk factor assessment conducted by MSU medical students and graduate students. Key intervention components include eight lesson plans (conducted bi-monthly) designed to promote heart healthy nutrition and PA behaviors conducted by PE teachers with assistance from MSU undergraduate dietetic and kinesiology students (Spartners). The final

  3. Fast food consumption and food prices: evidence from panel data on 5th and 8th grade children.

    PubMed

    Khan, Tamkeen; Powell, Lisa M; Wada, Roy

    2012-01-01

    Fast food consumption is a dietary factor associated with higher prevalence of childhood obesity in the United States. The association between food prices and consumption of fast food among 5th and 8th graders was examined using individual-level random effects models utilizing consumption data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), price data from American Chamber of Commerce Researchers Association (ACCRA), and contextual outlet density data from Dun and Bradstreet (D&B). The results found that contextual factors including the price of fast food, median household income, and fast food restaurant outlet densities were significantly associated with fast food consumption patterns among this age group. Overall, a 10% increase in the price of fast food was associated with 5.7% lower frequency of weekly fast food consumption. These results suggest that public health policy pricing instruments such as taxes may be effective in reducing consumption of energy-dense foods and possibly reducing the prevalence of overweight and obesity among US children and young adolescents. PMID:22292115

  4. Fast Food Consumption and Food Prices: Evidence from Panel Data on 5th and 8th Grade Children

    PubMed Central

    Khan, Tamkeen; Powell, Lisa M.; Wada, Roy

    2012-01-01

    Fast food consumption is a dietary factor associated with higher prevalence of childhood obesity in the United States. The association between food prices and consumption of fast food among 5th and 8th graders was examined using individual-level random effects models utilizing consumption data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), price data from American Chamber of Commerce Researchers Association (ACCRA), and contextual outlet density data from Dun and Bradstreet (D&B). The results found that contextual factors including the price of fast food, median household income, and fast food restaurant outlet densities were significantly associated with fast food consumption patterns among this age group. Overall, a 10% increase in the price of fast food was associated with 5.7% lower frequency of weekly fast food consumption. These results suggest that public health policy pricing instruments such as taxes may be effective in reducing consumption of energy-dense foods and possibly reducing the prevalence of overweight and obesity among US children and young adolescents. PMID:22292115

  5. The Effects of a Bully Intervention Program on the Relational Aggressive Behaviors of 5th Grade Girls

    ERIC Educational Resources Information Center

    Wright, Waukita; Bailey, Carrie Lynn; Bergin, James J.

    2012-01-01

    Using a mixed method design, this study investigated the effectiveness of a bully intervention program aimed at fifth-grade girls. The Ophelia Project provided the framework for a six-week prevention program. Results showed that the bullying intervention program did decrease the relational aggressive behaviors among the participants and indicated…

  6. Comparison of Values in 5th, 6th, 7th and 8th Grade Primary Education Music Class Students'? Workbooks According to Rokeach?s and Akbas's Value Classifications

    ERIC Educational Resources Information Center

    Çakirer, H. Serdar

    2014-01-01

    The aim of the present study is to compare the values in the songs of 5th, 6th, 7th and 8th grade primary education music classes students? workbooks according to the value categorizations proposed by Rockeach and Akbas and which values among the categories mentioned are taught to the students in the 5th, 6th, 7th and 8th grade primary education…

  7. Effect on Physical Activity of a Randomized Afterschool Intervention for Inner City Children in 3rd to 5th Grade

    PubMed Central

    Crouter, Scott E.; de Ferranti, Sarah D.; Whiteley, Jessica; Steltz, Sarah K.; Osganian, Stavroula K.; Feldman, Henry A.; Hayman, Laura L.

    2015-01-01

    Background Less than 45% of U.S. children meet the 60 min.d-1 physical activity (PA) guideline. Structured after-school PA programing is one approach to help increase activity levels. This study aimed to evaluate the feasibility and short-term impact of a supervised after-school PA and nutrition education program on activity levels. Methods Forty-two 3rd-5th graders from an inner-city school in Boston, MA were randomly assigned to a 10-wk after-school program of either: 1) weekly nutrition education, or 2) weekly nutrition education plus supervised PA 3 d.wk-1 at a community-based center. At baseline and follow-up, PA was measured using accelerometry and fitness (VO2max) was estimated using the PACER 15-m shuttle run. Additional measures obtained were non-fasting finger stick total cholesterol (TC) and glucose levels, waist circumference (WC), body mass index (BMI), percent body fat (%BF), and blood pressure (BP). Values are presented as mean±SE, unless noted otherwise. Results Thirty-six participants completed the study (mean±SD; age 9.7±0.9 years). Participants attended >80% of the sessions. After adjusting for accelerometer wear time and other design factors, light and moderate-to-vigorous PA (MVPA) increased in the nutrition+PA group (+21.5±14.5 and +8.6±8.0 min.d-1, respectively) and decreased in the nutrition only group (-35.2±16.3 and -16.0±9.0 min.d-1, respectively); mean difference between groups of 56.8±21.7 min.d-1 (light PA, p = 0.01) and 24.5±12.0 min.d-1 (MVPA, p = 0.04). Time spent in sedentary behaviors declined in the nutrition+PA group (-14.8±20.7 min.d-1) and increased in the nutrition only group (+55.4±23.2 min.d-1); mean difference between groups of -70.2±30.9 min.d-1 (p = 0.02). Neither group showed changes in TC, BP, WC, %BF, BMI percentile, or fitness (p>0.05). Conclusions The supervised afterschool community-based nutrition and PA program was well accepted and had high attendance. The changes in light PA and MVPA has potential

  8. Nebraska Science Standards: Grades K-12

    ERIC Educational Resources Information Center

    Nebraska Department of Education, 2010

    2010-01-01

    This publication presents the Nebraska Science Standards for Grades K-12. The standards are presented according to the following grades: (1) Grades K-2; (2) Grades 3-5; (3) Grades 6-8; and (4) Grades 9-12.

  9. Elementary Science Curriculum, Grade 4.

    ERIC Educational Resources Information Center

    Stoneham Public Schools, MA.

    This is one of a set of curriculum guides for the Stoneham Elementary School Science Program (see SE 012 153 - SE 012 158). Each guide contains a chart illustrating the scope and sequence of the physical, life, and earth sciences introduced at each grade level. For each of the topics introduced at this grade level an overview of the topic, a list…

  10. Elementary Science Curriculum, Grade 1.

    ERIC Educational Resources Information Center

    Stoneham Public Schools, MA.

    This is one of a set of curriculum guides for the Stoneham Elementary School Science Program (see SE 012 153 - SE 012 158). Each guide contains a chart illustrating the scope and sequence of the physical, life, and earth sciences introduced at each grade level. For each of the topics introduced at this grade level, an overview of the topic, a list…

  11. Elementary Science Curriculum, Grade 2.

    ERIC Educational Resources Information Center

    Stoneham Public Schools, MA.

    This is one of a set of curriculum guides for the Stoneham Elementary School Science Program (see SE 012 153 - SE 012 158). Each guide contains a chart illustrating the scope and sequence of the physical, life, and earth sciences introduced at each grade level. For each of the topics introduced at this grade level, an overview of the topic, a list…

  12. Elementary Science Curriculum, Grade 6.

    ERIC Educational Resources Information Center

    Stoneham Public Schools, MA.

    This is one of a set of curriculum guides for the Stoneham Elementary School Science Program (see SE 012 153 - SE 012 158). Each guide contains a chart illustrating the scope and sequence of the physical, life, and earth sciences introduced at each grade level. For each of the topics introduced at this grade level an overview of the topic, a list…

  13. Elementary Science Curriculum, Grade 3.

    ERIC Educational Resources Information Center

    Stoneham Public Schools, MA.

    This is one of a set of curriculum guides for the Stoneham Elementary School Science Program (see SE 012 153 - SE 012 158). Each guide contains a chart illustrating the scope and sequence of the physical, life, and earth sciences introduced at each grade level. For each of the topics introduced at this grade level, an overview of the topic, a list…

  14. Elementary Science Curriculum, Grade 5.

    ERIC Educational Resources Information Center

    Stoneham Public Schools, MA.

    This is one of a set of curriculum guides for the Stoneham Elementary School Science Program (see SE 012 153 - SE 012 158). Each guide contains a chart illustrating the scope and sequence of the physical, life, and earth sciences introduced at each grade level. For each of the topics introduced at this grade level an overview of the topic, a list…

  15. Science Grade 7, Long Form.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

    The Grade 7 Science course of study was prepared in two parallel forms. A short form designed for students who had achieved a high measure of success in previous science courses; the long form for those who have not been able to maintain the pace. Both forms contain similar content. The Grade 7 guide is the first in a three-year sequence for…

  16. Grade 6 Science Curriculum Specifications.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Curriculum Branch.

    This material describes curriculum specifications for grade 6 science in Alberta. Emphases recommended are: (1) process skills (50%); (2) psychomotor skills (10%); (3) attitudes (10%); and (4) subject matter (30%). Priorities within each category are identified. (YP)

  17. Science: Grade 7. Interim Guide.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg.

    This guide is one of a set of 10 science guides, each covering a separate grade in Manitoba, together covering kindergarten through grade 9. The guides have been designed to provide a framework for building scientific concepts and developing the learning of process skills. They replace an earlier set of guides dated 1979. Each guide is essentially…

  18. Science: Grade 9. Interim Guide.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg.

    This guide is one of a set of 10 science guides, each covering a separate grade in Manitoba, together covering kindergarten through grade 9. The guides have been designed to provide a framework for building scientific concepts and developing the learning of process skills. They replace an earlier set of guides dated 1979. Each guide is essentially…

  19. Science: Grade 6. Interim Guide.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg.

    This guide is one of a set of 10 science guides, each covering a separate grade in Manitoba, together covering kindergarten through grade 9. The guides have been designed to provide a framework for building scientific concepts and developing the learning of process skills. They replace an earlier set of guides dated 1979. Each guide is essentially…

  20. Science: Grade 5. Interim Guide.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg.

    This guide is one of a set of 10 science guides, each covering a separate grade in Manitoba, together covering kindergarten through grade 9. The guides have been designed to provide a framework for building scientific concepts and developing the learning of process skills. They replace an earlier set of guides dated 1979. Each guide is essentially…

  1. Science: Grade 8. Interim Guide.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg.

    This guide is one of a set of 10 science guides, each covering a separate grade in Manitoba, together covering kindergarten through grade 9. The guides have been designed to provide a framework for building scientific concepts and developing the learning of process skills. They replace an earlier set of guides dated 1979. Each guide is essentially…

  2. Science: Grade 2. Interim Guide.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg.

    This guide is one of a set of 10 science guides, each covering a separate grade in Manitoba, together covering kindergarten through grade 9. The guides have been designed to provide a framework for building scientific concepts and developing the learning of process skills. They replace an earlier set of guides dated 1979. Each guide is essentially…

  3. How Do 4th, 5th, and 6th Grade Students' Categories of Cognitive Reflections in Interviews on Derivational Morphology Compare to Their Upper Level Spelling Inventory Orthographic Knowledge?

    ERIC Educational Resources Information Center

    Smith, Darcie D.

    2012-01-01

    Eighty-seven 4th, 5th and 6th grade students were administered the "Derivational Relatedness Interview" (DRI) (Templeton, Smith, Moloney, Van Pelt, & Ives, 2009). The purpose of this instrument is to explore students' understanding of derivational morphology. During the same week, the subjects were also administered an Upper…

  4. Mountain Dew[R] or Mountain Don't?: A Pilot Investigation of Caffeine Use Parameters and Relations to Depression and Anxiety Symptoms in 5th- and 10th-Grade Students

    ERIC Educational Resources Information Center

    Luebbe, Aaron M.; Bell, Debora J.

    2009-01-01

    Background: Caffeine, the only licit psychoactive drug available to minors, may have a harmful impact on students' health and adjustment, yet little is known about its use or effects on students, especially from a developmental perspective. Caffeine use in 5th- and 10th-grade students was examined in a cross-sectional design, and relations and…

  5. A Study on Reading Comprehension Skills of Primary School 5th Grade Students--Learning Basic Reading and Writing Skills through Phonics-Based Sentence Method or Decoding Method

    ERIC Educational Resources Information Center

    Kusdemir Kayiran, Bilge; Karabay, Aysegul

    2012-01-01

    This research aims at investigating the influence of two methods implemented in primary reading and writing teaching programs--phonics-based sentence method and decoding (analysis) method--on primary school 5th grade students' reading comprehension achievement. Also, the study considers the relationship between socio-economic status and reading…

  6. Science Equity in Third Grade

    ERIC Educational Resources Information Center

    Kohlhaas, Kay; Lin, Hsin-Hui; Chu, Kwang-Lee

    2010-01-01

    The earliest national accountability tests occur at the fourth-grade level and the outcomes are aggregated. This national study exposes the depth of science education inequities a full year earlier by disaggregating third graders' demographic data with the science performance. A full 3-way ANOVA model was applied to test the 3 main effects…

  7. SCIENCE. GRADE THREE.

    ERIC Educational Resources Information Center

    ANDREEN, JEAN; AND OTHERS

    SCIENCE CONCEPTS IN THE ELEMENTARY SCHOOL CLASSROOMS SHOULD BE BUILT FROM STUDENT EXPERIENCES, NOT MEMORIZED FROM PRINTED MATERIALS. TEACHERS SHOULD BE ALERT AT ALL TIMES AND CONSCIOUSLY ATTEMPT TO SET UP OR CALL ATTENTION TO SITUATIONS PROVIDING OPPORTUNITIES FOR THE USE OF PROBLEM-SOLVING TECHNIQUES. THE FOLLOWING GENERAL AREAS ARE SUGGESTED AS…

  8. Marine Science Activities, Grade Six.

    ERIC Educational Resources Information Center

    Kolb, James A.

    This unit, one of a series designed to develop and foster an understanding of the marine environment, presents marine science activities for grade 6 students. The unit is divided into the following sections: (1) Pagoo (story of a hermit crab); (2) introduction to marine environments; (3) salt water environment; (4) sea water investigations; (5)…

  9. Marine Science Activities, Grade Two.

    ERIC Educational Resources Information Center

    Kolb, James A.

    This unit, one of a series designed to develop and foster an understanding of the marine environment, presents marine science activities for second grade students. The unit, focusing on awareness of living/non-living factors shaping life of the sea, is divided into sections dealing with: physical characteristics of oceans; fish; sea anemone;…

  10. U.S. Dietary and Physical Activity Guideline Knowledge and Corresponding Behaviors among 4th and 5th Grade Students: A Multi-Site Pilot Study

    ERIC Educational Resources Information Center

    Bea, Jennifer W.; Martinez, Stephanie; Armstrong-Florian, Traci; Farrell, Vanessa; Martinez, Cathy; Whitmer, Evelyn; Hartz, Vern; Blake, Samuel; Nicolini, Ariana; Misner, Scottie

    2014-01-01

    Knowledge of U.S. dietary and physical activity recommendations and corresponding behaviors were surveyed among 4th and 5th graders in five Arizona counties to determine the need for related education in SNAP-Ed eligible schools. A <70% target response rate was the criterion. Participants correctly identified recommendations for: fruit, 20%;…

  11. Science for Grades 6-9.

    ERIC Educational Resources Information Center

    Nederland Independent School District, TX.

    GRADES OR AGES: Grades 6-9. SUBJECT MATTER: General science, life science, earth science, and physical science. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into separate sections for each grade. Each section is further subdivided into units. The major portion of each unit is laid out in four columns; column headings are concepts,…

  12. TEWS'98. Final report [5th annual International Science Camp: The Earth We Share 1998, Golden, CO

    SciTech Connect

    Mae C. Jemison

    1999-04-06

    The fifth annual International Science Camp The Earth We Share 1998 (TEWS'98) was held at the Colorado School of Mines located in Goldez Colorado. TEWS98 was a four week residential program which focused on providing a meaningful science education experience while developing critical thinking skills. Thirty three students, three teachers, four college interns and the camp administrator lived and worked together while developing solutions to several worldwide problems. These problems are called the Discovery Topics and they are: (1) design the worlds perfect house; (2) how many people can the world hold; and (3) predict the hot stocks for the year 2030. The participants, both students and staff came from different countries all over the world The following countries were represented: The United Kingdom, Sierra Leone (West Africa), Ireland, USA Nigeria, West Indies and Barbados.

  13. Two Fifth Grade Teachers' Use of Real-World Situations in Science and Mathematics Lessons

    ERIC Educational Resources Information Center

    Yanik, H. Bahadir; Serin, Gokhan

    2016-01-01

    The purpose of this study was to investigate the types, sources, and cognitive levels of tasks that included real-life situations used in science and mathematics lessons in the classrooms of two 5th-grade teachers at an urban elementary school in Turkey. A qualitative approach was used to analyze data that included classroom observations, teacher…

  14. First Grade Level Science Sample Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for first grade students. Each content standard is explained and includes student learning expectations, first grade benchmarks, assessments, and…

  15. Third Grade Level Science Sample Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for third grade students. Each content standard is explained and includes student learning expectations, third grade benchmarks, assessments, and…

  16. Second Grade Level Science Sample Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for second grade students. Each content standard is explained and includes student learning expectations, second grade benchmarks, assessments, and…

  17. International Photovoltaic Science and Engineering Conference, 5th, Kyoto, Japan, Nov. 26-30, 1990, Technical Digest

    NASA Astrophysics Data System (ADS)

    The present conference on photovoltaic science and engineering encompasses amorphous silicon materials, compound solar cells, a national photovoltaic project, solar cells fabricated from polycrystalline silicon and amorphous silicon, the use of solar cells in space systems, photovoltaic systems components, and experience from field use of the systems. Specific issues addressed include the status of the U.S. National Photovoltaic Program, a novel p-type window material for amorphous silicon solar cells, low dislocation-density GaAs on Si for solar cells, the spin-cast process for Si solar cells, advances in a-Si:H alloy multijunction devices, and n-ZnO/p-MoSe2 heterojunction solar cells. Also addressed are polycrystalline photovoltaic silicon-ingot production, cells with large areas and high efficiency, a vacuum-evaporated CdS/CdTe solar cell, proton-irradiation damage in thin-film GaAs solar cells fabricated on Si substrates, and advanced power systems for the Space Station Freedom.

  18. Science Across Borders: 5th Annual Natural Health Product Research Conference—March 26–29, 2008, Toronto, Canada

    PubMed Central

    2010-01-01

    Canada is experiencing a growing interest in the use of alternative therapies and products particularly natural health products (NHP). In 1997, Canadians spent around C$ 2 billion on NHP. In an attempt to catch with this popularity of NHP use, Canadian researchers and administrators from academia, industry and government jointly established the Natural Health Product Research Society of Canada (NHPRS). Since its formation, NHPRS has been organizing an annual meeting which brings together world renowned researchers and experts in the area of NHP research. For 2008, the annual NHPRS meeting took place in Toronto from the 26th to 29th of March with a focus on ‘Science Across Borders: Global Natural Health Products Research’. The scientific program was spread into three days of plenary lectures and oral presentations. The different sessions containing these talks were on: ethnobotany around the world; chemical analysis of NHP; product standards and quality control; ethnomedicine; novel analytical approaches; systemic research, nutrisciences and molecular medicine; and drug development from NHP. The meeting proved to be a great success in terms of the speakers that were invited and based on the data that was presented which highlighted recent research taking place in the field of NHP not only in Canada but from many parts of the world. PMID:18955362

  19. Graded Course of Study, Science (K-12).

    ERIC Educational Resources Information Center

    Euclid City Schools, OH.

    This course of study specifies the science skills and concepts that are to be taught in the various grades of the Euclid (Ohio) City Schools. Included are instructional objectives for the life, physical, and earth sciences for grades K to 6, suggested field trips and planetarium schedules (by elementary grade levels), and scope and sequence charts…

  20. Time Is of the Essence: An Investigation of 4th and 5th Grade Teachers' Instructional Practices within the Literacy Block

    ERIC Educational Resources Information Center

    Mercurio, Harry J.

    2014-01-01

    This qualitative study examined the amount of time that fourth and fifth grade teachers devoted to literacy instruction within the time allotted to them within the daily literacy block. Prior research of the literacy block focused largely on primary grades (Allington, McGill-Franzen et a1.,2010; Cunningham & Allington, 2003; Morrow, 1992);…

  1. Urban 5th Graders Conceptions during a Place-Based Inquiry Unit on Watersheds

    ERIC Educational Resources Information Center

    Endreny, Anna Henderson

    2010-01-01

    This study aimed to determine how 33 urban 5th grade students' science conceptions changed during a place-based inquiry unit on watersheds. Research on watershed and place-based education was used as a framework to guide the teaching of the unit as well as the research study. A teacher-researcher designed the curriculum, taught the unit and…

  2. Parental Involvement and Student Motivation: A Quantitative Study of the Relationship between Student Goal Orientation and Student Perceptions of Parental Involvement among 5th Grade Students

    ERIC Educational Resources Information Center

    Mendoza, Christine Daryabigi

    2012-01-01

    The purpose of this study was to examine a possible relationship between student perceptions of parental involvement and student goal orientation for an ethnically diverse fifth grade elementary population from high-poverty schools. This study was quantitative in nature and employed the Patterns of Adaptive Learning Scales (PALS) to assess the…

  3. Using Media Resources to Explore Drug Use in Society: A Special 5th Grade Drug Education Lesson That Makes Use of Library Media Resources.

    ERIC Educational Resources Information Center

    Packer, Kenneth L.; And Others

    This teaching guide, written for elementary school teachers and librarians, combines drug education for fifth grade students with library skill development. Following a preface to the guide, the affective model upon which the program is based (development of positive self-image and self-concept, and communication and coping skills) is presented.…

  4. REORGANIZED SCIENCE CURRICULUM, 8, GRADE EIGHT SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE FOURTEENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE EIGHTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE AUGMENTED AND REVISED AS THE NEED ARISES. A CHART INDICATES CONCEPT BRIEF SUMMARY OF SUBJECT MATTER CONTENT FOR GRADE 8, AND A CHART OF THE GRADE CONTENT FOR…

  5. Elementary Science Guide -- 4th Grade.

    ERIC Educational Resources Information Center

    Wieland, Anne; And Others

    Presented is a resource book to be used with instructional kits for elementary school science students, grade 4. The individual units at this grade level are based on curriculum which has been developed by the National Science Foundation in the 1960s and revised to meet student and teacher identified needs in Anchorage, Alaska. Four units are…

  6. Elementary Science Guide -- 2nd Grade.

    ERIC Educational Resources Information Center

    Wieland, Anne; And Others

    Presented is a resource book to be used with instructional kits for elementary school science students, grade 2. The individual units at this grade level are based on curriculum which has been developed by the National Science Foundation in the 1960s and revised to meet student and teacher identified needs in Anchorage, Alaska. Four units are…

  7. Elementary Science Guide -- 6th Grade.

    ERIC Educational Resources Information Center

    Wieland, Anne; And Others

    Presented is a resource book to be used with instructional kits for elementary school science students, grade 6. The individual units at this grade level are based on curriculum which has been developed by the National Science Foundation in the 1960s and revised to meet student and teacher identified needs in Anchorage, Alaska. Six units are…

  8. Elementary Science Guide -- 3rd Grade.

    ERIC Educational Resources Information Center

    Wieland, Anne; And Others

    Presented is a resource book to be used with instructional kits for elementary school science students, grade 3. The individual units at this grade level are based on curriculum which has been developed by the National Science Foundation in the 1960s and revised to meet student and teacher identified needs in Anchorage, Alaska. Six units are…

  9. Eighth Grade Marine Science; Resource Units.

    ERIC Educational Resources Information Center

    Butler, Edwin B.

    A resource unit on the marine sciences is described. Designed for eighth-grade students with some basic science background, the unit can be taught in a minimum of four weeks. Content includes emphasis on the biological, chemical, and physical sciences. Each lesson contains objectives, goals, materials, and follow-up activities (often an…

  10. REORGANIZED SCIENCE CURRICULUM, 1, GRADE ONE SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE SECOND IN A SERIES OF17 VOLUMES, THIS VOLUME PROVIDES THE FIRST GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. A CHART INDICATES CONCEPT TO BE TAUGHT IN GRADES K-3 FOR EACH OF THE FOUR AREAS AROUND WHICH THE PROGRAM…

  11. REORGANIZED SCIENCE CURRICULUM, 3, GRADE THREE SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE FOURTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE THIRD GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. A CHART INDICATES CONCEPTS TO BE TAUGHT IN GRADES K-3 FOR EACH OF THE FOUR AREAS AROUND WHICH THE PROGRAM…

  12. REORGANIZED SCIENCE CURRICULUM, 2, GRADE TWO SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE THIRD IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SECOND GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. A CHART INDICATES CONCEPTS TO BE TAUGHT IN GRADES K-3, IN EACH OF THE FOUR AREAS AROUND WHICH THE PROGRAM…

  13. Science: Grades K-2. [Revised

    ERIC Educational Resources Information Center

    Green, Muriel; And Others

    This document was developed to provide primary level school teachers in New York City with specific materials and suggestions for organizing effective learning experiences in the science area. The program is designed to emphasize both science knowledge and science processes. An introductory section presents ideas related to the overall philosophy…

  14. Science Grade 9, Science Curriculum Materials.

    ERIC Educational Resources Information Center

    Rochester City School District, NY.

    This curriculum guide is the third in a series of general science guides modified from the New York State Experimental Syllabus, Science 7-8-9 to meet the needs of students whose interests are in areas other than science. The guide is laboratory-oriented and contains many open ended, pupil activities in five activity blocks: orientation, forces at…

  15. Elementary Science: Grade 4. Working Copy.

    ERIC Educational Resources Information Center

    Carroll County Public Schools, Westminster, MD.

    This grade 4 science curriculum guide contains three activity units: (1) communities; (2) electricity; and (3) chemistry. Each unit contains a unit overview, teacher background material, lesson plans, book list, and suggested resources. The lesson plans list the science processes involved, content objectives, materials needed, time frame, group…

  16. Elementary Science: Grade 1. Working Copy.

    ERIC Educational Resources Information Center

    Carroll County Public Schools, Westminster, MD.

    This grade 1 science curriculum guide contains three activity units: (1) seeds; (2) patterns; and (3) magnets. Each unit contains a letter introducing the unit to parents, teacher background material, lesson plans, and activity sheets. The lesson plans list the science processes involved, content objectives, time frame, group size, vocabulary,…

  17. Science. Grade 11. LEAP: Instructional Strategies Guide.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge.

    The Louisiana Educational Assessment Program (LEAP) Grade 11 Test is designed to measure proficiency in four subject areas including English, mathematics, social studies, and science. This guide for science is intended to provide a description of the way in which specific skill areas are assessed on the LEAP test and instructional considerations…

  18. Marine Science Career Awareness, Grade Four. Revised.

    ERIC Educational Resources Information Center

    Kolb, James A.

    This unit, one of a series designed to develop and foster an understanding of the marine environment, presents marine science activities for fourth grade students. The unit, focusing on the various types of careers and occupations connected directly and indirectly with marine science, is divided into sections dealing with: commerce and intertidal…

  19. Life Science, Grade 7. Curricular Guide.

    ERIC Educational Resources Information Center

    York County School District 3, Rock Hill, SC.

    This curricular guide focuses on life science and is designed for use with seventh grade students. Life science was chosen as the course of study based on the rationale that, as pupils enter junior high school, they are in early adolescence and find it difficult to understand themselves so that the study of living things with a thorough…

  20. Earth Science Content Guidelines Grades K-12.

    ERIC Educational Resources Information Center

    American Geological Inst., Alexandria, VA.

    Teams of teachers, other science educators, and scientists selected from a national search for project writers have proposed using the following set of questions to guide the inclusion of earth science content into the kindergarten through grade 12 curriculum. The Essential Questions are organized in a K-12 sequence by six content areas: (1) Solid…

  1. Science Grades 3-4.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

    This handbook provides the elementary school teacher with specific suggestions regarding use of materials and organization of effective learning experiences in science at this level. The book contains three sections: An introduction emphasizes both science knowledge and process while the other two sections deal with subject matter topics for…

  2. I Find Out About Science. Grade 2.

    ERIC Educational Resources Information Center

    Center for Applied Linguistics, Arlington, VA.

    This textbook is the second in the official science series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in American schools where there are Vietnamese students. The grade two text contains the following…

  3. Does Social Background Influence Political Science Grades?

    ERIC Educational Resources Information Center

    Tiruneh, Gizachew

    2013-01-01

    This paper tests a hypothesized linear relationship between social background and final grades in several political science courses that I taught at the University of Central Arkansas. I employ a cross-sectional research design and ordinary least square (OLS) estimators to test the foregoing hypothesis. Relying on a sample of up to 204…

  4. Science, Grades 1-6, Curricular Guide.

    ERIC Educational Resources Information Center

    Peeler, Mantha; And Others

    This curricular guide, designed for grades one through six, was prepared by a writing committee from the Rock Hill, South Carolina, public schools. Five major themes (living things, the earth, matter and energy, the universe, the human body) provide continuity and direction for the elementary school science program. The guide contains a list of…

  5. Evaluation of Life Sciences and Social Sciences Course Books in Term of Societal Sexuality

    ERIC Educational Resources Information Center

    Aykac, Necdet

    2012-01-01

    This study aims to evaluate primary school Life Sciences (1st, 2nd, and 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books in terms of gender discrimination. This study is a descriptive study aiming to evaluate the primary school Life Sciences (1st, 2nd, 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books…

  6. Ohio Proficiency Tests for Grade 12. Fact Sheet. Twelfth-Grade Proficiency Test in Science.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus.

    Twelfth-grade students in Ohio who have passed all the sections of the ninth-grade proficiency tests take the twelfth-grade tests. Beginning in 1995-96, these tests will include science, although science will not become a factor in earning a diploma until the year 2000. This fact sheet provides information about the Twelfth-grade Proficiency Test…

  7. MSaTERs: Mathematics, Science, and Technology Educators & Researchers of The Ohio State University. Proceedings of the Annual Spring Conference (5th, Columbus, Ohio, May 5, 2001).

    ERIC Educational Resources Information Center

    Herman, Marlena F., Ed.

    The Mathematics, Science, and Technology Educators and Researchers of The Ohio State University (MSaTERs-OSU) is a student organization that grew out of the former Ohio State University Council of Teachers of Mathematics (OSU-CTM). Papers from the fifth annual conference include: (1) "Models of the Structure of Matter: Why Should We Care about…

  8. Implications of the Effects of Grade Configurations on Fifth Grade Students' Science Achievement

    ERIC Educational Resources Information Center

    Johnson, Delonda

    2011-01-01

    The purpose of this study was to determine if grade level configuration and student achievement in science, specifically fifth grade Science TAKS scores are related. This study utilized a causal comparative (ex post facto) design to determine if a consistent relationship existed between fifth grade students' success on the science TAKS at the…

  9. Perceptions of Latin American scientists about science and post-graduate education: Introduction to the 5th issue of CBP-Latin America.

    PubMed

    Hermes-Lima, Marcelo; Polcheira, Cássia; Trigueiro, Michelangelo; Beleboni, Rene Oliveira

    2008-11-01

    Although science and engineering (S&E) publications and doctoral degree awards in Latin America had experienced an impressive growth in the past decades, a qualitative evaluation of this increased output must be performed. Previous studies have indicated that growth in visibility of Latin American science - determined by ratio of citations per paper - has not kept pace with the increase in number of publications. In the present editorial, we analyzed - by means of a 12-item questionnaire - the individual perceptions of forty senior researchers involved in CBP-Latin America (29 Brazilians and 11 non-Brazilians) plus a special group composed by six extraordinary Latin American scientists (the "masters"). The questionnaire - using 6-point Likert-like scale for quantification of perception - focused on issues surrounding doctoral educational system as well as the governmental educational policies and publication pressure from funding agencies. In general, the most striking result was the perception (by 82% of respondents) of lack of job opportunities for people holding a PhD diploma in the field of comparative biochemistry and physiology. Other major trends include (i) lack of satisfaction with governmental policies for science and post-graduate education due to policies promoting mass production for papers and PhD diplomas (65-77% of respondents felt that way) (ii) that current PhD students are doing an adequate job, but have not improved in quality as compared to those from 10 years ago (the same was observed for PhD thesis in terms of present versus past), and (iii) that research infrastructure and the curricula of post-graduate courses do not constitute a problem, but (iv) recent-PhDs are not as fit as they should be in paper-writing skills, especially as perceived by Brazilian respondents. The general perceptions were very similar among Brazilians, non-Brazilians and "masters". The use of a larger study-population, with scientists of more diverse fields is the

  10. Science Teaching Methods Preferred by Grade 9 Students in Finland

    ERIC Educational Resources Information Center

    Juuti, Kalle; Lavonen, Jari; Uitto, Anna; Byman, Reijo; Meisalo, Veijo

    2010-01-01

    Students find science relevant to society, but they do not find school science interesting. This survey study analyzes Finnish grade 9 students' actual experiences with science teaching methods and their preferences for how they would like to study science. The survey data were collected from 3,626 grade 9 students (1,772 girls and 1,832 boys)…

  11. The aurora, Mars, and more! Increasing science content in elementary grades through art and literacy programs in earth and space science

    NASA Astrophysics Data System (ADS)

    Renfrow, S.; Wood, E. L.

    2011-12-01

    Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. One unintended result is that teachers in grades where science is tested must play catch-up with students for them to be successful on the assessment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy, social studies, and math into an integrated science program, thereby increasing the number of science contact hours. The Dancing Lights program, developed at the Laboratory for Atmospheric and Space Physics, is a science, art, and literacy program about the aurora designed to easily fit into a typical 3rd-5th grade instructional day. It mirrors other successful literacy programs and will provide a basis for the literacy program being developed for the upcoming MAVEN mission to Mars. We will present early findings, as well as "lessons learned" during our development and implementation of the Dancing Lights program and will highlight our goals for the MAVEN mission literacy program.

  12. CURRICULUM GUIDE FOR SCIENCE, GRADES 4-5-6.

    ERIC Educational Resources Information Center

    GRAHAM, KATHRYN A.; AND OTHERS

    COURSE CONTENT, ACTIVITIES, AND REFERENCE INFORMATION FOR TEACHING SCIENCE IN GRADES 4, 5, AND 6 ARE INCLUDED IN THIS VOLUME. INTRODUCTORY REMARKS RELATE TO AN APPROACH TO TEACHING SCIENCE AND THE GENERAL OBJECTIVES OF THE SCIENCE PROGRAM. THE FIVE UNITS INCLUDED FOR GRADE 4 ARE (1) INSECTS AND SPIDERS, (2) LIVING THINGS OF SIMILAR AREAS, (3) THE…

  13. CURRICULUM GUIDE FOR SCIENCE FOR GRADES 7 AND 8.

    ERIC Educational Resources Information Center

    GRAHAM, KATHRYN A.; AND OTHERS

    COURSE CONTENT, ACTIVITIES, AND REFERENCE INFORMATION FOR TEACHING SCIENCE IN GRADES 7 AND 8 ARE INCLUDED IN THIS VOLUME. INTRODUCTORY REMARKS RELATE TO AN APPROACH TO TEACHING SCIENCE AND THE GENERAL OBJECTIVES OF THE SCIENCE PROGRAM. SEVEN UNITS OF STUDY ARE INCLUDED FOR GRADE 7--(1) THE NATURE OF THE ATMOSPHERE, (2) SIMPLE MECHANICS OF SOLIDS,…

  14. Science Fairs Plus: Reinventing an Old Favorite. Grades K-8.

    ERIC Educational Resources Information Center

    Cusick, Judy, Ed.; Duval, Carol, Ed.; Smith, Betty, Ed.

    This book presents a selection of articles published in "Science and Children", "Science Scope", and "The Science Teacher", all journals published by the National Science Teachers Association (NSTA), that cover all grade levels from elementary through secondary education. It describes how to organize and conduct a successful science fair. Contents…

  15. Interactive whiteboards in third grade science instruction

    NASA Astrophysics Data System (ADS)

    Rivers, Grier

    Strategies have been put into place to affect improvement in science achievement, including the use of Interactive Whiteboards (IWBs) in science instruction. IWBs enable rich resources, appropriate pacing, and multimodal presentation of content deemed as best practices. Professional development experiences, use of resources, instructional practices, and changes in professional behavior in science teachers were recorded. Also recorded were differences in the engagement and motivation of students in IWB classrooms versus IWB-free classrooms and observed differences in students' problem solving, critical thinking, and collaboration. Using a mixed-method research design quantitative data were collected to identify achievement levels of the target population on the assumption that all students, regardless of ability, will achieve greater mastery of science content in IWB classrooms. Qualitative data were collected through observations, interviews, videotapes, and a survey to identify how IWBs lead to increased achievement in third grade classrooms and to develop a record of teachers' professional practices, and students' measures of engagement and motivation. Comparative techniques determined whether science instruction is more effective in IWB classroom than in IWB-free classrooms. The qualitative findings concluded that, compared to science teachers who work in IWB-free settings, elementary science teachers who used IWBs incorporated more resources to accommodate learning objectives and the varied abilities and learning styles of their students. They assessed student understanding more frequently and perceived their classrooms as more collaborative and interactive. Furthermore, they displayed willingness to pursue professional development and employed different engagement strategies. Finally, teachers who used IWBs supported more instances of critical thinking and problem-solving. Quantitative findings concluded that students of all ability levels were more motivated

  16. Achievement Testing Program Provincial Report. June 1993 Administration. Grade Level 3 Language Learning, Grade 6 Social Studies, Grade 9 Science.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Student Evaluation Branch.

    The annual report on achievement testing in Alberta (Canada) includes test results for third-grade students in language learning (for the regular English program), sixth-grade students in social studies, and ninth-grade students in science. Results are regarded in terms of curriculum standards, assessment standards, and achievement standards.…

  17. Social Science Instructional Guides: High School (Grades 9-12).

    ERIC Educational Resources Information Center

    Hartman, Carl; And Others

    The guide, part of a social science learning continuum from first through twelfth grades, contains outlines for two-semester social studies courses for grades 9-12. Three components comprise each section: time allocations for units, instructional objectives, and a content outline. The Grade 9 course, Cultures of the Non-Western World, contains…

  18. Extensive Graded Reading in the Liberal Arts and Sciences

    ERIC Educational Resources Information Center

    Poulshock, Joseph

    2010-01-01

    For this research, learners did extensive graded reading (EGR) with traditional graded readers, and they also interacted with short graded stories in the liberal arts and sciences (LAS). This study describes the purpose and format of the LAS stories used by hundreds of university students and adult learners in Japan. It summarizes the results of…

  19. Middle Grades Teachers' Characterizations of Integrated Mathematics and Science Instruction

    ERIC Educational Resources Information Center

    Meyer, Helen; Stinson, Kevin; Harkness, Shelly Sheats; Stallworth, James

    2010-01-01

    The research reported here addresses 2 aspects of integrated mathematics and science instruction. First we provide insights into how middle grades teachers' characterize integrated mathematics and science instruction. Then we discuss how middle grades teachers see an integrated curriculum fitting into their teaching contexts and how these contexts…

  20. Science, A Teacher's Guide, Grades 4-6.

    ERIC Educational Resources Information Center

    Lett, Rosemary, Ed.

    This teacher's guide to science in grades 4, 5, and 6 in the Buffalo Public Schools, New York, lists content areas for each grade level. Concepts or understandings to be developed for each content area are listed. Appropriate text and teacher guide pages are given to the science series developed by Herman and Nina Schneider to reinforce these…

  1. Ohio Proficiency Tests for Grade 9. Fact Sheet. Ninth-Grade Proficiency Test in Science.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus.

    Beginning in the 1995-96 school year, the science test will be added to the Ninth-grade Proficiency Tests Program. Any student graduating after September 15, 2000 will be required to pass the Ninth-grade Proficiency Test in Science, as well as the other tests in reading, writing, mathematics, and citizenship. This fact sheet provides information…

  2. 168. GENERAL VIEW FROM 5TH AVE. VIEW SOUTH, ACROSS 5TH ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    168. GENERAL VIEW FROM 5TH AVE. VIEW SOUTH, ACROSS 5TH AVE., TOWARD BUILDING 506 (ON LEFT) AND BUILDING 435. - Quonset Point Naval Air Station, Roger Williams Way, North Kingstown, Washington County, RI

  3. Gender, race, ethnicity, and science education in the middle grades

    NASA Astrophysics Data System (ADS)

    Catsambis, Sophia

    This article examines gender differences in science achievements and attitudes during the middle grade, when our nation's scientific pipeline begins to emerge. It uses data from a large, nationally representative sample of eighth-grade students (NELS-88). The findings show that in these grades female students do not lag behind their male classmates in science achievements tests, grades, and course enrollments. Actually, some female students have higher probabilities of enrolling in high-ability classes than males. However, female students have less positive attitudes toward science, participate in fewer relevant extracurricular activities, and aspire less often to science careers than males. Students' science attitudes and career interests vary according to students' gender as well as their racial or ethnic background. These findings emphasize the need to further examine the interrelationships between gender and race or ethnicity in our efforts to understand the processes leading to women's limited participation in science-related careers.Received: 2 August 1993; Revised: 8 August 1994;

  4. Memorization techniques: Using mnemonics to learn fifth grade science terms

    NASA Astrophysics Data System (ADS)

    Garcia, Juan O.

    The purpose of this study was to determine whether mnemonic instruction could assist students in learning fifth-grade science terminology more effectively than traditional-study methods of recall currently in practice The task was to examine if fifth-grade students were able to learn a mnemonic and then use it to understand science vocabulary; subsequently, to determine if students were able to remember the science terms after a period of time. The problem is that in general, elementary school students are not being successful in science achievement at the fifth grade level. In view of this problem, if science performance is increased at the elementary level, then it is likely that students will be successful when tested at the 8th and 10th grade in science with the Texas Assessment of Knowledge and Skills (TAKS) in the future. Two research questions were posited: (1) Is there a difference in recall achievement when a mnemonic such as method of loci, pegword method, or keyword method is used in learning fifth-grade science vocabulary as compared to the traditional-study method? (2) If using a mnemonic in learning fifth-grade science vocabulary was effective on recall achievement, would this achievement be maintained over a span of time? The need for this study was to assist students in learning science terms and concepts for state accountability purposes. The first assumption was that memorization techniques are not commonly applied in fifth-grade science classes in elementary schools. A second assumption was that mnemonic devices could be used successfully in learning science terms and increase long term retention. The first limitation was that the study was conducted on one campus in one school district in South Texas which limited the generalization of the study. The second limitation was that it included random assigned intact groups as opposed to random student assignment to fifth-grade classroom groups.

  5. A Problem-Based Learning Scenario That Can Be Used in Science Teacher Education

    ERIC Educational Resources Information Center

    Sezgin Selçuk, Gamze

    2015-01-01

    The purpose of this study is to introduce a problem-based learning (PBL) scenario that elementary school science teachers in middle school (5th-8th grades) can use in their in-service training. The scenario treats the subjects of heat, temperature and thermal expansion within the scope of the 5th and 6th grade science course syllabi and has been…

  6. Kindergarten Grade Level Science Sample Curriculum.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for kindergarten students. Each content standard is explained and includes student learning expectations, kindergarten benchmarks, assessments, and…

  7. Schoolyard Science. Grades 2-4.

    ERIC Educational Resources Information Center

    Perdue, Peggy K.

    This book includes 25 science activities in the fields of environmental science, soil science, life science, and physical science. The activities are designed to be used in outdoor settings. Each activity is composed of two parts--an explanatory section for the teacher and a student lab sheet. The teacher explanatory section begins with a brief…

  8. The South Carolina Amazing Coast Program: Using Ocean Sciences to Address Next Generation Science Standards in Grades 3-5

    NASA Astrophysics Data System (ADS)

    Bell, E. V.; Thomas, C.; Weiss, B.; Bliss, A.; Spence, L.

    2013-12-01

    The Next Generation Science Standards (NGSS) are more inclusive of ocean sciences than the National Science Standards and respective state science standards. In response, the Center for Ocean Sciences Education Excellence-SouthEast (COSEE SE) is piloting the South Carolina's Amazing Coast (SCAC) program: a three-year initiative that incorporates ocean science concepts in grades 3-5 with the goals of addressing NGSS, STEM (science-technology-engineering-math) disciplines, and inquiry skills. The SCAC program targeted two Charleston County, South Carolina elementary schools that were demographically similar: Title 1 status (75% free or reduced lunch), > 90% African American student population, grade level size <55, and proximity to tidal salt marsh or barrier islands (< 2 miles). Fourteen teachers and approximately 240 students participated in the SCAC program between 2010 and 2013. The SCAC framework uses a scaffolding and multi-pronged approach for teacher professional development and student engagement. The scaffolding approach to curriculum implementation focuses on one grade level per year (Year 1 = 3rd; Year 2 = 4th, and Year 3 = 5th), thus building student and teacher literacy in ocean sciences. The coach-mentor model of teacher professional development was also used for the implementation of the program which differs from the traditional 'train the trainer' method in allowing for more frequent and consistent interaction by COSEE SE staff with the students and teachers during the school year. The coach mentor model enabled the creation of a community of practice where teachers served as both learners and practitioners of student learning. Methods for student engagement aligned with the NGSS and included hands-on classroom activities, use of 'hook' species such as loggerhead sea turtles (Caretta caretta), diamondback terrapins (Malaclemys terrapin) and smooth cord grass (Spartina alterniflora), field experiences to explore local ecosystems, interactions with

  9. Grade 4 to 8 Primary School Students' Attitudes towards Science: Science Enthusiasm

    ERIC Educational Resources Information Center

    Kirikkaya, Esma Bulus

    2011-01-01

    The aim of this study is to investigate the grades 4 to 8 students' attitudes towards science under the "liking school", "independent investigator" and "what I really think of science" titles. The affect of gender, grade level and science achievement on students' attitudes was analysed in "liking school", "independent investigator", "science…

  10. Social Science Instructional Guides: Middle School. (Grades 6-8).

    ERIC Educational Resources Information Center

    Best, Karen; And Others

    The guide, part of a social science learning continuum from first through twelfth grades, contains outlines for two-semester social studies courses for grades 6, 7, and 8. The courses focus on the geographic setting, history, and cultures of the Americans and the need for inter-American cooperation. The guides for each course contain three…

  11. Career Activities in Science: Grades 7, 8, 9.

    ERIC Educational Resources Information Center

    Boise City Independent School District, ID.

    The career activities guide in science, part of an Idaho State Department of Vocational Education career exploration series for grades 7, 8, and 9, is designed as supplementary material to enrich the regular curriculum. Any one activity in the guide might be used without involving any other activities. The cross-referenced index indicates grades,…

  12. REORGANIZED SCIENCE CURRICULUM, 7A, GRADE SEVEN SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE TWELFTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SEVENTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THE SEVENTH GRADE SUPPLEMENT IS IN TWO VOLUMES. VOLUME 7A CONTAINS INTRODUCTORY MATERIAL, A BRIEF…

  13. REORGANIZED SCIENCE CURRICULUM, 6A, SIXTH GRADE SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE NINTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SIXTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THE SIXTH GRADE SUPPLEMENT IS IN THREE VOLUMES. VOLUME 6A HAS A DETAILED OUTLINE OF THE SUBJECT MATTER FOR…

  14. REORGANIZED SCIENCE CURRICULUM, 4A, FOURTH GRADE SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE FIFTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE FOURTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THERE IS A DETAILED OUTLINE OF THE CONTENT FOR GRADE 4 FOR EACH OF THE FOLLOWING MAJOR AREAS AROUND WHICH…

  15. Guiding Curriculum Decisions for Middle-Grades Science.

    ERIC Educational Resources Information Center

    Berns, Barbara Brauner; Kantrov, Ilene; Pasquale, Marian; Makang, Doris Santamaria; Zubrowski, Bernie; Goldsmith, Lynn T.

    This guide is part of a series of curriculum guides for the middle grades that use a special framework to examine and implement standards-based curricula. In this guide, for developing science curricula for the middle grades, a set of critical questions is posed for curriculum decision making that corresponds to a framework of three components of…

  16. REORGANIZED SCIENCE CURRICULUM, 5A, FIFTH GRADE SUPPLEMENT.

    ERIC Educational Resources Information Center

    Minneapolis Special School District 1, Minn.

    THE SEVENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE FIFTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THERE IS A DETAILED OUTLINE OF SUBJECT MATTER FOR GRADE 5 FOR EACH OF THE FOLLOWING MAJOR AREAS AROUND…

  17. The Effects of Reading from the Screen on the Reading Motivation Levels of Elementary 5th Graders

    ERIC Educational Resources Information Center

    Aydemir, Zeynep; Ozturk, Ergun

    2012-01-01

    This study aims to explore the effects of reading from the screen on elementary 5th grade students' reading motivation levels. It used the randomized control-group pretest-posttest model, which is a true experimental design. The study group consisted of 60 students, 30 experimental and 30 control, who were attending the 5th grade of a public…

  18. Organisms, Grade One. Teacher's Guide. Life Science for Guam.

    ERIC Educational Resources Information Center

    Shafer, Jeffrey E.

    This guide is a result of two years' piloting and revising the Science Curriculum Improvement Study (SCIS) program for the students of Guam. The life science portions of SCIS were chosen and adapted for the ecology of the area. Program flexibility is stressed and outdoor activities are encouraged. Used in grade one, the topic of organisms is…

  19. Achievement of Serbian Eighth Grade Students in Science

    ERIC Educational Resources Information Center

    Antonijevic, Radovan

    2006-01-01

    The paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia in the fields of the science achievement of Serbian eighth grade students and the science curriculum context of their achievement. There were 4264 students in the sample. It was confirmed that Serbian eighth graders had made…

  20. Teaching Gifted Students Social Sciences in Grades Seven Through Nine.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento. Office of Curriculum Services.

    Intended for use by teachers, consultants and administrators, the booklet discusses social science instruction for gifted students in grades 7-9. An introductory section provides an overview of goals and parameters of the social sciences (psychology, sociology, and anthropology). The scientific research process is described in terms of five steps,…

  1. Parallel Curriculum Units for Science, Grades 6-12

    ERIC Educational Resources Information Center

    Leppien, Jann H.; Purcell, Jeanne H.

    2011-01-01

    Based on the best-selling book "The Parallel Curriculum", this professional development resource gives multifaceted examples of rigorous learning opportunities for science students in Grades 6-12. The four sample units revolve around genetics, the convergence of science and society, the integration of language arts and biology, and the periodic…

  2. Kids & Family Reading Report™. 5th Edition

    ERIC Educational Resources Information Center

    Scholastic Inc., 2015

    2015-01-01

    This report presents the 5th Edition of Scholastic's biannual study of children's and parents' attitudes and behaviors about reading. The latest research touches on reading aloud to children of all ages, the impact of reading independently for fun at school and at home, the importance of frequent reading, and the books children want most to read.…

  3. BOOK REVIEW: ENVIRONMENTAL ENGINEERING, 5TH EDITION

    EPA Science Inventory

    Book Review of Environmental Engineering, 5th Edition (Joseph A. Salvato, Nelson L. Nemerow, Franklin J. Agardy (Editors), John Wiley and Sons, Inc. Hoboken, New Jersey. 2003.). Author wrote review per the request of the Editor-in-Chief of the Journal of Environmental Quality.

  4. Aviation Science Activities for Elementary Grades. Revised.

    ERIC Educational Resources Information Center

    Federal Aviation Administration (DOT), Washington, DC.

    This guide contains the procedures and lists of materials needed for 105 aviation activities, demonstrations, and experiments. These activities, demonstrations, and experiments (suitable for students in all elementary grades) are organized into three sections by major topic area: (1) properties of air; (2) factors related to airplane flight; and…

  5. CURRICULUM HANDBOOK. SCIENCE, HEALTH, ARITHMETIC ELEMENTARY GRADES.

    ERIC Educational Resources Information Center

    BEVERLY, LOUISE; AND OTHERS

    THE ARITHMETIC CURRICULUM BEGINS WITH GROUPING AND MANIPULATION OF OBJECTS, CONSTRUCTING AND MEASURING THINGS, AND DRAMATIZING NUMBER SITUATIONS. THE CHILD SHOULD NOT BE ALLOWED TO REMAIN IN THE MANIPULATIVE STATE BUT SHOULD BECOME PROFICIENT IN USING NUMBERS ABSTRACTLY. THE SUBJECT MATTER IN THE FIRST GRADE INCLUDES COUNTING, WORKING WITH…

  6. Investigating Our Environment. Science: Grade 6.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

    Intended mainly for use in the intermediate grades, this document provides demonstrations, field trips and laboratory experiences designed to help students investigate the role that people play in problems associated with environmental quality, pollution, and ecology in general. The book was developed as an alternative program to the regular sixth…

  7. Improving the Way We Grade Science

    ERIC Educational Resources Information Center

    Clymer, Jacqueline B.; Wiliam, Dylan

    2007-01-01

    In addition to any discoveries that teachers might make about student learning while that learning is in progress, they must still assign grades. Consequently, educators need to develop and implement a system that supports both the formative and summative functions of assessment--formative, in that teachers can use evidence of student achievement…

  8. I Find Out About Science. Grade 5.

    ERIC Educational Resources Information Center

    Center for Applied Linguistics, Arlington, VA.

    This textbook is the fifth in the official series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in American schools with Vietnamese students. The grade five text contains the following chapters: (1) Review…

  9. Science Unlimited: Grades K-6 Competency Matrix.

    ERIC Educational Resources Information Center

    Pennsylvania State Dept. of Education, Harrisburg. Div. of Arts and Sciences.

    This competency matrix matches the primary and intermediate Science Unlimited lessons with the established competencies which appear in the Science Unlimited competency continuum. Primary lessons deal with: investigating dripping faucets; classification/sorting; smell; eyes; color; air; weather; observation and description; mystery boxes; change;…

  10. Science Guide, Grades 1-6.

    ERIC Educational Resources Information Center

    North Dakota State Dept. of Public Instruction, Bismarck.

    This science guide is developed to assist North Dakota school and administrative personnel in developing coordinated programs in elementary science suitable to their own needs and resources. The guide offers sample objectives to be used in developing a list of behavioral objectives; outlines for developing a scope for the program; offers…

  11. Beyond Description of the Problems: Directions for Research on Diversity and Equity Issues in K-12 Mathematics and Science Education. National Institute for Science Education Forum (5th, Detroit, Michigan, May 2000).

    ERIC Educational Resources Information Center

    Britton, Edward; Raizen, Senta; Kaser, Joyce; Porter, Andrew

    When entering this new millennium, educators and researchers need to know much more about how to address the increasingly acute diversity and equity issues in educating children in mathematics and science. This headline was the conclusion of the over 200 distinguished panelists, chairs, discussants, featured speakers, and participants who…

  12. Third Grade Elementary Students' Perception of Science

    ERIC Educational Resources Information Center

    Demir, Metin

    2015-01-01

    The current study investigated which dimensions of scientific process are capitalized on by elementary school third graders to explain the concept of science at conceptual level. The study was conducted by using "Basic Qualitative Research", one of the qualitative research approaches with the participation of 225 elementary school third…

  13. Biology Grade 10, Science Curriculum Materials.

    ERIC Educational Resources Information Center

    Bloom, Samuel W.

    This teaching guide and syllabus outline is intended for use with pupils whose primary interests are in non-science fields, or who do not intend to enter college. The guide contains suggested activities, both laboratory and discussion, for a course containing the following sections: Introduction to Cells and Life; Animal Physiology; Plant…

  14. DISCUS Ninth Grade, Earth Science, Part Two.

    ERIC Educational Resources Information Center

    Duval County School Board, Jacksonville, FL. Project DISCUS.

    Included are instructional materials designed for use with disadvantaged students who have a limited reading ability and poor command of English. The guide is the second volume of a two volume, one year program in earth science, and contains these five units and activities: Rock Cycle, 12 activities; Minerals and Crystals, 6 activities; Weathering…

  15. Retired Chemists Teach Grade School Science.

    ERIC Educational Resources Information Center

    Chemical and Engineering News, 1986

    1986-01-01

    Retired chemists in Delaware have become involved in volunteer program to teach science to elementary and secondary students. A description of the program is provided. Also provided are descriptions of five lessons developed for the program. One of the lessons deals with birthday candles. (JN)

  16. Environmental Science, Grade 9. Experimental Curriculum Bulletin.

    ERIC Educational Resources Information Center

    Bernstein, Leonard, Ed.

    This is the teacher's guide for the required, interdisciplinary, ninth-year environmental science course for the New York City Schools. One hundred twenty lesson plans, divided into nine units, are presented. Areas of study include the living and non-living environment, ecosystems, population, urban ecology, energy and technology, pollution, and…

  17. DISCUS Eighth Grade, Physical Sciences, Part 2.

    ERIC Educational Resources Information Center

    Duval County School Board, Jacksonville, FL. Project DISCUS.

    Included are instructional materials designed for use with disadvantaged students who have a limited reading ability and poor command of English. The guide is the second volume of a two volume, one year program in physical science, and contains these four units and activities: Buoyancy, nine activities; Solubility, six activities; Crystals and…

  18. DISCUS Eighth Grade, Physical Sciences, Part I.

    ERIC Educational Resources Information Center

    Duval County School Board, Jacksonville, FL. Project DISCUS.

    Included are instructional materials designed for use with disadvantaged students who have a limited reading ability and poor command of English. The guide is the first volume of a two volume, one year program in physical science, and contains these five units and activities: First Class Levers, six activities; Inclined Plane, six activities; The…

  19. A sociocultural perspective on mediated activity in third grade science

    NASA Astrophysics Data System (ADS)

    Reveles, John M.; Kelly, Gregory J.; Durán, Richard P.

    2007-02-01

    This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed.

  20. Grade six students' understanding of the nature of science

    NASA Astrophysics Data System (ADS)

    Cochrane, Donald Brian

    The goal of scientific literacy requires that students develop an understanding of the nature of science to assist them in the reasoned acquisition of science concepts and in their future role as citizens in a participatory democracy. The purpose of this study was to investigate and describe the range of positions that grade six students hold with respect to the nature of science and to investigate whether gender or prior science education was related to students' views of the nature of science. Two grade six classes participated in this study. One class was from a school involved in a long-term elementary science curriculum project. The science curriculum at this school involved constructivist epistemology and pedagogy and a realist ontology. The curriculum stressed hands-on, open-ended activities and the development of science process skills. Students were frequently involved in creating and testing explanations for physical phenomena. The second class was from a matched school that had a traditional science program. Results of the study indicated that students hold a wider range of views of the nature of science than previously documented. Student positions ranged from having almost no understanding of the nature of science to those expressing positions regarding the nature of science that were more developed than previous studies had documented. Despite the range of views documented, all subjects held realist views of scientific knowledge. Contrary to the literature, some students were able to evaluate a scientific theory in light of empirical evidence that they had generated. Results also indicated that students from the project school displayed more advanced views of the nature of science than their matched peers. However, not all students benefited equally from their experiences. No gender differences were found with respect to students' understanding of the nature of science.

  1. Doing Science Their Way: An Ethnographic Study of Sixth Grade Girls' Engagement with School Science

    ERIC Educational Resources Information Center

    Giuriceo, Carol M.

    2011-01-01

    This study focuses on the experiences and perspectives of sixth grade girls in a moderately-sized East Coast city as they construct meaning through active engagement in a science classroom and analyzes the ways in which girls change roles and incorporate social interaction during science activities to create their own unique engagement in science.…

  2. Negotiating Discourses: Sixth-Grade Students' Use of Multiple Science Discourses during a Science Fair Presentation

    ERIC Educational Resources Information Center

    Gomez, Kimberley

    2007-01-01

    This study offers important insights into the coexistence of multiple discourses and the link between these discourses and science understanding. It offers concrete examples of students' movement between multiple discourses in sixth-grade science fair presentations, and shows how those multiple discourses in science practices illuminate students'…

  3. Forest Services: World of Work Project: Fifth Grade: Science.

    ERIC Educational Resources Information Center

    Utah State Board for Vocational Education, Salt Lake City.

    The document is one of the teaching units developed by the Utah World of Work Project, designed to integrate career awareness into the regular curriculum at the elementary level. The fifth grade guide is tied to the science area and focuses on conservation as practiced by Forest Service workers; the growth cycle of forests and the management of…

  4. Course Goals in Social Science, Grades K-12. Critique Draft.

    ERIC Educational Resources Information Center

    Multnomah County Intermediate Education District, Portland, OR.

    This document on course goals in the social sciences is one part of a critique series dealing with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to…

  5. A Science Assessment Program for Kindergarten and First Grade Students.

    ERIC Educational Resources Information Center

    Greening, Gary A.

    Presented are science units for kindergarten and first-grade classes which include one or more non-verbal test items constructed to determine whether the student has learned the material presented in the unit. Units include: light, senses, gerbils, beans and peas, animal activities, and hatching chicks. (SL)

  6. Secondary Schools Curriculum Guide, Science, Grades 10-12. Revised.

    ERIC Educational Resources Information Center

    Cranston School Dept., RI.

    This curriculum guide offers instructional objectives and activities for teaching science in grades 10-12. The objectives are stated in behavioral or performance terms and have been arranged in increasing levels of complexity according to Bloom's Taxonomy. The behavioral objectives generally include: (1) the objective statement, specifying the…

  7. Colorado Model Content Standards for Science: Suggested Grade Level Expectations.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This document outlines the content standards for science in the state of Colorado. The document is organized into six standards, each of which is subdivided into a set of guiding questions exemplifying the standard and a series of lists defining what is expected of students at each grade level within the standard. The standards are that students…

  8. Differentiating Instruction with Menus Grades 3-5: Science

    ERIC Educational Resources Information Center

    Westphal, Laurie E.

    2007-01-01

    "Differentiating Instruction With Menus Grades 3-5" offers teachers everything they need to create a student-centered learning environment based on choice. Addressing the four main subject areas (language arts, math, science, and social studies) and the major concepts taught within these areas, these books provide a number of different types of…

  9. Differentiated Curriculum Enhancements in Inclusive Fifth-Grade Science Classes

    ERIC Educational Resources Information Center

    Simpkins, Pamela McCrea; Mastropieri, Margo A.; Scruggs, Thomas E.

    2009-01-01

    Sixty-one normally achieving and at-risk fifth-grade students (of whom three had learning disabilities), in three classrooms, were taught two 5-week science units via experimental or control conditions in which treatment order and unit of instruction were counterbalanced. In the control condition, students received typical instruction, with…

  10. Seasoning Math and Science: Fall & Winter. Second Grade Book A.

    ERIC Educational Resources Information Center

    Wiebe, Arthur, Ed.; And Others

    The activities in this booklet were designed to provide second grade children with opportunities to explore areas of natural interest to them while gaining knowledge and practice in math skills and with science processes. Seasonal activities which are appropriate for the first half of the school year are offered on the topics of: holidays, seeds…

  11. An Earth Science Program for the Primary Grades (K-3).

    ERIC Educational Resources Information Center

    Schwartz, Maurice L.; Slesnick, Irwin L.

    Noting that the interests of primary school age children (grades kindergarten through third) focus strongly on such topics as rocks, dinosaurs, volcanoes, weather, moon and stars, and further noting that the new elementary school curricula as developed for the primary level make relatively little use of earth science content, the authors have…

  12. Space Requirements for Science Instruction Grades 9-12.

    ERIC Educational Resources Information Center

    Engelhardt, David Frederic

    Key issues in the design of science facilities used by grades nine through twelve are presented and analyzed in this extended discussion. Four basic determinants of educational specifications are given as--(1) gross activities and sub-group organization, (2) number of students in the space, (3) services required, and (4) location in relation to…

  13. Earth Science Unit for Second Grade: A Seed Crystal Approach.

    ERIC Educational Resources Information Center

    Abernathy, Sandra

    This teacher's guide to a second-grade earth science unit provides a range of activities, suggestions for classroom discussion, and open-ended questions suitable for each of the concepts developed. One of the central purposes of the unit is to develop independence and self confidence by encouraging the student to think through a problem clearly.…

  14. Multifrequency Catalogue of Blazars - 5th Edition

    NASA Astrophysics Data System (ADS)

    Massaro, E.; Maselli, A.; Leto, C.; Marchegiani, P.; Perri, M.; Giommi, P.; Piranomonte, S.

    2014-12-01

    The 5th Edition of the Multifrequency Catalogue of Blazars is one of the most complete lists of Active Galactic Nuclei whose emission properties are recognised as typical of blazars. It includes the list of sources and an essential compilation of multifrequency data from radio to gamma rays. The source list for the entire sky is also available online at the ASDC web site (http://www.asdc.asi.it/bzcat/) where it is frequently updated to add new blazars and to improve the database.

  15. Nutrition Super Stars [5th and 6th Grades].

    ERIC Educational Resources Information Center

    Houtkooper, Linda; And Others

    This nutrition and physical fitness curriculum kit provides a means for students, teachers, parents, and school health and food service staff to learn about the nutritional value of food and the relationship of food and physical fitness to growth, development, and health; develop food and activity habits which promote good health; and share this…

  16. Learning Science in a First Grade Science Activity: A Vygotskian Perspective.

    ERIC Educational Resources Information Center

    Shepardson, Daniel P.

    1999-01-01

    Synthesizes the key aspects of Vygotsky's sociocultural theory of learning. Interprets classroom vignettes and child interviews from a first-grade science activity in light of Vygotsky's theory. (Author/CCM)

  17. The perceived impact of No Child Left Behind on third- through fifth-grade elementary science classrooms

    NASA Astrophysics Data System (ADS)

    Kinsler, Angela V.

    The purpose of this study was to describe the perceived impact of No Child Left Behind on elementary science classrooms in 3 Northeast Tennessee school districts. Quantitative descriptive methodology was used to document how No Child Left Behind impacts instructional methodology, professional development, administrative support, materials and resources, and assessment in 3rd through 5th grades. Data were collected using a survey developed by the researcher. The survey consisted of a demographic section, 28 statements, and 2 open-ended questions. The 51 participants included elementary-school science teachers in 8 schools in 3 upper East Tennessee school districts. Data analysis was based on the following demographics: differing levels of teaching experience, No Child Left Behind school status, and small and large schools. Findings included: The 3 greatest concerns of the impact of the No Child Left Behind Act were the pressures felt by teachers to increase test scores, the manner in which it impacted at-risk or disadvantaged students, and the lack of inservice, specifically for science. Findings also revealed that low-scoring schools or grades were receiving extra assistance and teachers reported they feel that their school or district fosters and supports change. An analysis of the open-ended questions emphasized the stress teachers reported feeling along with the loss of science instruction time to math and language arts.

  18. Life experience of sixth-grade students in analog domains of sixth-grade science textbooks

    NASA Astrophysics Data System (ADS)

    Wagamon, Barbara J.

    This study was conducted to determine if analog domains in sixth grade science textbooks were common to the life experience of sixth grade students and if experience differed according to moderating variables. The researcher reviewed three sixth grade general science textbooks and selected analogies that were unsupported by extended text, photos, or diagrams. Analogies were limited to ones which were unsupported because the intent was to identify students who were ready by virtue of life experience to confront analogies unaided by contextual clues. The researcher designed the Life Experiences in Analog Domains (LEAD) Questionnaire to survey students in 50 analog domains. Subjects of the study were 331 sixth grade students from an urban school district. Thirty were tested with the instrument one year later. Data on age, gender, ethnicity and income were analyzed for variance. Standardized achievement test scores were correlated to the LEAD Questionnaire. Results revealed sharp contrasts of experience by analog domain. Experience in analog domains was indicated 52% of the time overall. There were significant differences in the experience of students grouped by moderating variables. Younger students reported more experience than older students. The higher income group reported more experience than the lower income group. Caucasian students reported more experience overall than African American students. Chi-square tests revealed that differences in scores by ethnicity were not controlled by income. of three skills, reading comprehension, mathematics, and science, reading comprehension was most closely correlated to questionnaire score. Results suggest that many of the sixth grade students in the study may be without experience in analog domains when they encounter analogies in a textbook. Assuming subsequent implementations of the Questionnaire confirm these results, teachers should survey life experience of students and help them develop experiences that complement

  19. A content analysis of sixth-grade, seventh-grade, and eighth-grade science textbooks with regard to the nature of science

    NASA Astrophysics Data System (ADS)

    Phillips, Marianne C.

    Science teachers rely heavily on their textbooks; for many, it is the only curriculum they use (Weiss, 1993). Therefore, it is important these materials convey an accurate conception of the nature of science. Science for All Americans (AAAS, 1990) and the National Science Education Standards (NRC, 1996) call for teaching students about the nature of science. Including the nature of science throughout science textbooks will produce scientifically literate citizens (Driver and others, 1993) with an improved ability to make informed decisions (McComas, 1998). Teaching the nature of science supports the successful learning of science content and process (Driver and others, 1996), and bridges the gap between the two cultures of practicing scientists and school science (Sorsby, 2000). Do middle school science textbooks provide a balanced presentation of the nature of science throughout their text? To determine the answer, this investigation used a content analysis technique to analyze a random sample from the introduction chapter and the rest of the textbook chapters from twelve middle school science textbooks for the four aspects of the nature of science (Chiappetta, Fillman, & Sethna, 2004). Scoring procedures were used to determine interrater agreement using both Cohen's kappa (kappa) and Krippendorff's alpha (alpha). Kappa values were determined to be fair to excellent beyond chance among the three coders. The resulting values for Krippendorff's alpha ranged from acceptable (alpha > .80) to unacceptable (alpha < .67). The results from this content analysis indicated little change from previous studies in the balance for the themes of the nature of science. This investigation found the sixth-grade, seventh-grade, and eighth-grade science textbooks adopted by Texas to have unbalanced presentations for the four aspects of the nature of science. In addition, it found these middle school science textbooks are not balanced across programs. This imbalance is providing

  20. Curriculum Reform Movements and Science Textbooks: A Retrospective Examination of 6th Grade Science Textbooks

    ERIC Educational Resources Information Center

    Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen C.

    2015-01-01

    Over 50 years, two major reform efforts in science education took place. The purpose of the present study is to explore how the educational reforms were reflected in nine 6th grade science textbooks published in 1975, in 1985 and in 1997 in terms of (a) the materials used, (b) the contexts to which the electricity concept was related, (c) the type…

  1. Science: Curriculum Guide for Teaching Gifted Children Science in Grades One Through Three.

    ERIC Educational Resources Information Center

    Morrison, Charlotte

    The curriculum guide for teaching science to gifted primary grade children in California focuses on natural science, with an emphasis on ecology. Provided are a general overview of the unit, a set of behavioral objectives, a list of generalizations and concepts, a sample teaching-learning plan for the complete unit, and eight sample lesson plans.…

  2. Science, Technology, Engineering, and Mathematics (STEM) Curriculum and Seventh Grade Mathematics and Science Achievement

    ERIC Educational Resources Information Center

    James, Jamie Smith

    2014-01-01

    The purpose of this quantitative research study was to evaluate to what degree Science, Technology, Engineering and Mathematics (STEM) education influenced mathematics and science achievement of seventh grade students in one Middle Tennessee school district. This research used an independent samples t test at the a = 0.05 level to evaluate…

  3. The Relationship between Grade Configuration and Standardized Science Test Scores of Fifth-Grade Students: What School Administrators Should Know

    ERIC Educational Resources Information Center

    Johnson, Delonda; Jones, Lisa; Simieou, Felix; Matthew, Kathryn; Morgan, Bryan

    2013-01-01

    This study utilized a causal comparative (ex post facto) design to determine if a consistent relationship existed between fifth-grade students' success on the Science Texas Assessment of Knowledge and Skills (TAKS) at the elementary (K-5) level in comparison to fifth-grade students' success on the science TAKS at the intermediate (5-6)…

  4. Using In-Depth Science Instruction to Accelerate Student Achievement in Science and Reading Comprehension in Grades 1-2

    ERIC Educational Resources Information Center

    Vitale, Michael R.; Romance, Nancy R.

    2012-01-01

    This study focused on accelerating development of science knowledge and understanding at the primary level (grades 1-2) as a means for enhancing reading comprehension (i.e. early literacy). An adaptation of a grade 3-5 cognitive-science-based, instructional model ("Science IDEAS") that integrated science with reading and writing, this year-long…

  5. Socially, Developmentally, and Academically Appropriate Prevention Curriculum for 5th Graders

    ERIC Educational Resources Information Center

    Harthun, Mary L.; Dustman, Patricia A.; Reeves, Leslie J.; Marsiglia, Flavio F.; Hecht, Michael L.

    2009-01-01

    This paper reports on a process in which program designers, classroom teachers, and students worked together to adapt the 7th grade "keepin' it REAL" prevention curriculum to a developmentally, socially, and academically appropriate curriculum for 5th graders. A Community-Based Participatory Research methodology (CBPR), combined with a 9-step…

  6. COPES, Conceptually Oriented Program in Elementary Science: Teacher's Guide for Grade Five, Preliminary Edition.

    ERIC Educational Resources Information Center

    New York Univ., NY. Center for Field Research and School Services.

    This document provides the teacher's guide for grade five for the Conceptually Oriented Program in Elementary Science (COPES) science curriculum project. The guide includes an introduction to COPES, instructions for using the guide, instructions for assessment of student's grade 4 mastery of science concepts, and five science units. Each unit…

  7. An investigation of the artifacts, outcomes, and processes of constructing computer games about environmental science in a fifth grade science classroom

    NASA Astrophysics Data System (ADS)

    Baytak, Ahmet

    Among educational researchers and practitioners, there is a growing interest in employing computer games for pedagogical purposes. The present research integrated a technology education class and a science class where 5 th graders learned about environmental issues by designing games that involved environmental concepts. The purposes of this study were to investigate how designing computer games affected the development of students' environmental knowledge, programming knowledge, environmental awareness and interest in computers. It also explored the nature of the artifacts developed and the types of knowledge represented therein. A case study (Yin, 2003) was employed within the context of a 5 th grade elementary science classroom. Fifth graders designed computer games about environmental issues to present to 2nd graders by using Scratch software. The analysis of this study was based on multiple data sources: students' pre- and post-test scores on environmental awareness, their environmental knowledge, their interest in computer science, and their game design. Included in the analyses were also data from students' computer games, participant observations, and structured interviews. The results of the study showed that students were able to successfully design functional games that represented their understanding of environment, even though the gain between pre- and post-environmental knowledge test and environmental awareness survey were minimal. The findings indicate that all students were able to use various game characteristics and programming concepts, but their prior experience with the design software affected their representations. The analyses of the interview transcriptions and games show that students improved their programming skills and that they wanted to do similar projects for other subject areas in the future. Observations showed that game design appeared to lead to knowledge-building, interaction and collaboration among students. This, in turn

  8. Granting Science a Dramatic License: Exploring a 4th Grade Science Classroom and the Possibilities for Integrating Drama

    ERIC Educational Resources Information Center

    Alrutz, Megan

    2004-01-01

    This study explores a fourth grade classroom, hypothesizing about the possibilities for using drama to teach elementary school science. The case study provides one with the author's first glimpse into a fourth grade science classroom, as well as a preliminary examination of whether or not room exists for drama in the elementary science classroom.…

  9. Improving Fifth Grade Students' Participation in and Attitudes toward the Science Fair through Guided Instruction.

    ERIC Educational Resources Information Center

    Daab, Marcia J.

    This practicum addressed the problem of decreased participation of fifth-grade students in the science fair. At this grade level, the science fair guidelines mandate that students enter a research-type project. For many fifth-grade students the desire to tackle this monumental task does not match their developing cognitive skills. The literature…

  10. WISE Inquiry in Fifth Grade Biology.

    ERIC Educational Resources Information Center

    Williams, Michelle; Linn, Marcia C.

    2002-01-01

    Reports on a two-year study designed to investigate how a Web-Based Integrated Science Environment (WISE) project called "Plants in Space" featuring classroom investigations enabled 5th grade students to increase their understanding of plant growth and development. Investigates two versions of the curriculum and considers how understanding of the…

  11. Environmental Education. Teacher's Handbook, Grade 5.

    ERIC Educational Resources Information Center

    Nashville - Davidson County Metropolitan Public Schools, TN.

    Prepared for use in the 5th grade, this teacher's handbook consists of 19 science units dealing with environmental education. Topics are ecology, language arts, rocks and fossils, soil, noise pollution, Nashville pioneers and American Indians, conservation, waste and litter, water pollution, compass and mapping, plants and trees, use of the…

  12. Ninth Grade Student Responses to Authentic Science Instruction

    NASA Astrophysics Data System (ADS)

    Ellison, Michael Steven

    This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher's ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher's pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher's instruction and student performance. The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher's strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher. When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on

  13. Self-Concept of Science Ability Held by Eighth Grade Females: Science Teachers as Significant Others.

    ERIC Educational Resources Information Center

    Fish, Virginia Kemp

    This is part of a longitudinal investigation of the academic and career development of an eighth-grade class through to their third year after high school, conducted by the Grand Rapids, Michigan Public Schools/Western Michigan University - Center for Educational Studies. The study examined the relationship between science teachers' evaluations of…

  14. Alternative Assessment in Seventh- and Eighth-Grade Science: A Longitudinal Study.

    ERIC Educational Resources Information Center

    Newell, Sigrin T.

    Practicality is the "Achilles heel" of alternative assessment in middle school science. This 5-year study of an "early adopter" school explores factors that enable alternate assessment to thrive in spite of practical problems. Interviews with five seventh-grade life science teachers and five eighth-grade physical science teachers who initiated and…

  15. Primary Bilingual Science Activities Handbook, Grades K-2, Spanish/English.

    ERIC Educational Resources Information Center

    Fox, Santa Irizarry; Best, Nancy Dougherty

    This handbook consists of 60 science activities, 20 each for kindergarten, grade 1, and grade 2. Each activity has five parts: (1) a science concept; (2) behavioral objectives; (3) motivational activity; (4) suggested class activity; and (5) questions. Activities are selected from the biological, earth, and physical sciences. The handbook is…

  16. The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms

    NASA Astrophysics Data System (ADS)

    Tseng, Ching-mei

    Critical Thinking has been identified in the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) as skills needed to prepare students for advanced education and the future workforce. In science education, argument-based inquiry (ABI) has been proposed as one way to improve critical thinking. The purpose of the current study was to examine the possible effects of the Science Writing Heuristic (SWH) approach, an immersion argument-based inquiry approach to learning science, on students' critical thinking skills. Guided by a question-claims-evidence structure, students who participated in SWH approach were required to negotiate meaning and construct arguments using writing as a tool throughout the scientific investigation process. Students in the control groups learned science in traditional classroom settings. Data from five data sets that included 4417 students were analyzed cross-sectionally and longitudinally. Yearly critical thinking gain scores, as measured by Form X of Cornell Critical Thinking Test, were compared for students who experienced the SWH approach versus students who experienced traditional instruction in both elementary (5th grade) and secondary schools (6th-8th grades). Analyses of yearly gain scores for data sets that represented a single year of implementation yielded statistically significant differences favoring SWH over traditional instruction in all instances and statistically significant interactions between gender and grade level in most instances. The interactions revealed that females had higher gain scores than males at lower grade levels but the reverse was true at higher grade levels. Analyses from data sets that included two years of implementation revealed higher overall gains for SWH instruction than for traditional instruction but most of those gains were achieved during the first year of implementation. Implications of these results for teaching critical thinking skills in science classrooms are

  17. Longitudinal Investigation of Elementary Students' Science Academic Achievement in 4-8th Grades: Grade Level and Gender Differences

    ERIC Educational Resources Information Center

    Bursal, Murat

    2013-01-01

    This study investigated the change of the science academic achievement by grade level and gender where 222 elementary students' science and technology course scores between the 4th and 8th grades and science success percentages in 6th and 8th grades Level Determination Exam were longitudinally analyzed. Based on the findings of this study,…

  18. Career Orientation: Grade 7 and 8: A Unified Approach: Science Careers. Activity Manual.

    ERIC Educational Resources Information Center

    Cincinnati Public Schools, OH.

    Career orientation in the science curriculum introduces students to science-related careers and opportunities and enables them to prepare an educational program if they choose a science career. The curriculum guide is designed to aid junior high school science teachers in relating the seventh and eighth grade science curriculum to careers in…

  19. Content Area Literacy: Individualizing Student Instruction in Second-Grade Science

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Kaya, Sibel; Luck, Melissa; Toste, Jessica R.; Canto, Angela; Rice, Diana; Tani, Novell; Underwood, Phyllis S.

    2010-01-01

    This study describes a second-grade science curriculum designed to individualize student instruction (ISI-Science) so that students, regardless of initial science and literacy skills, gain science knowledge and reading skills. ISI-Science relies on the 5-E Learning Cycle as a framework and incorporates flexible, homogeneous, literacy skills-based…

  20. A longitudinal analysis of science teaching and learning in kindergarten and first-grade

    NASA Astrophysics Data System (ADS)

    Olgan, Refika

    This study attempted to determine how often science is taught in the early grades as well as the science topics taught in these grades. A related purpose of the study was to determine the relationship between science teaching and students' science achievement. In doing so, the analyses took into consideration the influence of gender, socioeconomic status (SES), and race/ethnicity on children's academic performance in science. By using the Early Childhood Longitudinal Study-Kindergarten class of 1998-99 (ECLS-K) kindergarten and first-grade data files, children's science Item Response Theory Scores (IRT) and Academic Rating Scores (ARS) were examined to measure the relationship between children's early science experiences in schools and their achievement on the "General Knowledge Assessment Battery". According to this study's findings science teaching and learning in kindergarten level is somewhat limited. Additionally, the science content taught in kindergarten is narrow. The results of cross-sectional and longitudinal multilevel analyses revealed that several student and school level factors can influence young children's science achievement in kindergarten and first-grade. Although there were inconsistent conclusions about male and female students' science achievement as assessed by direct and indirect assessment batteries, there was no association between children's science scores and their gender and the amount or degree of science practices in school. While results of the analyses clearly showed that socioeconomic status (SES) had the most influence on both kindergarten and first-grade children's science achievement, the findings related to the effects of different science practices on science achievement were inconsistent. The results showed that science instruction effects some children's science achievement more than others. The findings have important implications for policies governing the teaching of science in the early grades. A clear demand exist for

  1. Science for Iowa Schools, Grades 4-6.

    ERIC Educational Resources Information Center

    Nice, Karl; And Others

    This guide includes four units for use in each of grades 4 through 6. The fourth grade units are entitled Measurement Systems, Classification Systems, Bio-Control Systems, and Hydrologic Systems; the fifth grade units are Chemical Systems, Force Systems, Bio-Systems, and Astro-Systems; and the sixth grade units are Equilibrium Systems,…

  2. The impact of graphic organizer and metacognitive monitoring instruction on expository science text comprehension in fifth grade students

    NASA Astrophysics Data System (ADS)

    Hoffmann, Kristin Fisher

    This study sought to examine the impact of teaching both graphic organizer and metacognitive monitoring strategies on the comprehension of 5th grade students reading expository science text. In 2000, the National Reading Panel recommended multi-strategy comprehension instruction; graphic organizers and metacognitive monitoring were two of the recommended strategies. Few studies have examined the impact of combining graphic organizer instruction with metacognitive reading strategy instruction. In this study the effectiveness of teaching both graphic organizer and metacognitive monitoring strategies was compared with instruction in either graphic organizer or metacognitive monitoring strategies. Students in the Graphic Organizer + Metacognitive Monitoring Condition and students in the Metacognitive Monitoring Condition showed increased reading comprehension scores over the course of the six-week intervention on seven expository science passages, whereas students in the Graphic Organizer Condition showed no improvement in passage comprehension scores. In addition, over the course of the intervention, students in the Graphic Organizer + Metacognitive Monitoring Condition showed a significant increase in test scores on a standardized test of reading comprehension. With regard to the increase in reading passage and comprehension test scores, findings from this study revealed that score increases occurred only in conditions where students received metacognitive monitoring strategy instruction. Evidence from this study revealed the importance of metacognitive strategy instruction on reading comprehension gains.

  3. Grade Level and Science Achievement: US Performance in Cross-National Perspective

    ERIC Educational Resources Information Center

    Dalton, Benjamin

    2012-01-01

    This article examines how international differences in age-grade distributions and grade effects contribute to science scores among 27 Organization for Economic Cooperation and Development countries. As shown in the 2006 Program for International Student Assessment, countries vary substantially in the grade distribution of 15-year-olds. The costs…

  4. 5th international photovoltaic science and engineering conference

    SciTech Connect

    Flood, D.J.

    1990-01-01

    The variety of potential future missions under consideration by NASA will impose a broad range of requirements on space solar arrays, and mandates the development of new solar cells which can offer a wide range of capabilities to mission planners. Major advances in performance have recently been achieved at several laboratories in a variety of solar cell types. Many of those recent advances are reviewed, the areas are examined where possible improvements are yet to be made, and the requirements are discussed that must be met by advanced solar cell if they are to be used in space. The solar cells of interest include single and multiple junction cells which are fabricated from single crystal, polycrystalline and amorphous materials. Single crystal cells on foreign substrates, thin film single crystal cells on superstrates, and multiple junction cells which are either mechanically stacked, monolithically grown, or hybrid structures incorporating both techniques are discussed. Advanced concentrator array technology for space applications is described, and the status of thin film, flexible solar array blanket technology is reported.

  5. A Curriculum Guide for Ninth Grade in Environmental Science. First Rough Draft.

    ERIC Educational Resources Information Center

    McKenna, Harold J.

    This curriculum guide is a rough draft for a suggested course of study in environmental science. This draft was developed by science teachers from the Greater New York area and was designed for the ninth grade, but could be used for any grade level with modifications. This course of study suggests an interdisciplinary approach to studying the…

  6. Science Content Courses: Workshop in Food Chemistry for 4th Grade School Teachers

    ERIC Educational Resources Information Center

    Chaiyapechara, S.; Dong, F. M.

    2004-01-01

    A science content course in food chemistry was offered as a 4-day summer workshop from 1999 to 2001 to 4th grade school teachers in the Seattle School District. The objectives of the workshop were to increase the teachers' knowledge of food science, to perform simple experiments that could be used in the 4th grade classroom, and to help the…

  7. Using the Theory of Multiple Intelligences to Increase Fourth-Grade Students' Academic Achievement in Science

    ERIC Educational Resources Information Center

    Davis, Linda

    2004-01-01

    This applied dissertation was designed to increase the academic achievement of 4th-grade students in science. The problem to be solved was that 4th-grade students in a rural elementary school exhibited low academic achievement in science. The researcher utilized the multiple intelligences (MI) theory and brain-based learning to develop the IMPACT…

  8. Solar Energy. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

    ERIC Educational Resources Information Center

    Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

    This curriculum guide, the third in a set of six, contains teacher and student materials for a unit on solar energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10…

  9. Science Content Standards for California Public Schools: Kindergarten through Grade Twelve.

    ERIC Educational Resources Information Center

    Bruton, Sheila, Ed.; Ong, Faye, Ed.; Geeting, Greg, Ed.

    This document represents the content of science education in California and includes the essential skills and knowledge students will need to be scientifically literate citizens in the 21st century. The standards include grade-level specific content for kindergarten through grade 8. A significant feature is the focus on earth science in the 6th…

  10. PREFACE: 5th Baltic Conference on Silicate Materials

    NASA Astrophysics Data System (ADS)

    Mezinskis, G.; Bragina, L.; Colombo, P.; Frischat, G. H.; Grabis, J.; Greil, P.; Deja, J.; Kaminskas, R.; Kliava, J.; Medvids, A.; Nowak, I.; Siauciunas, R.; Valancius, Z.; Zalite, I.

    2011-12-01

    Logo This Volume of IOP Conference Series: Materials Science and Engineering presents a selection of the contributions to the 5th Baltic Conference on Silicate Materials (BaltSilica2011) held at Riga Technical University, Riga, Latvia from 23-25 May 2011. The conference was organized by Riga Technical University (Latvia) and Kaunas University of Technology (Lithuania). The series of Baltic conferences on silicate materials was started since 2004: the first conference was held in Riga, Latvia, 2004; the second conference was held in Kaunas, Lithuania 2005; the third was held again in Riga, Latvia, 2007, and the fourth was held in Kaunas, Lithuania 2009. BaltSilica 2011 was attended by around 50 participants from Latvia, Lithuania, Estonia, Germany, Poland, Italy, France, Ukraine and Russia. In comparison with previous silicate materials conferences, the broadening of participating countries is an indication of the interest of scientists, engineers and students to exchange research ideas, latest results, and to find new research topics for cooperation in the fields of silicate, high temperature materials, and inorganic nanomaterials. The scientific programme included 8 invited plenary lectures 23 oral presentations and 25 posters [1]. Scientific themes covered in the conference and in this special issue: Natural and Artificial Stone Materials; Traditional and New Ceramic and Glass-Like Materials; Nanoparticles and Nanomaterials. This volume consists of 23 selected proceeding papers. The Editor of this special issue is grateful to all the contributors to BaltSilica 2011. I am also very grateful to the scientific committee, the local organizing committee, the session chairs, the referees who refereed the submitted articles to this issue, and to students from the Department of Silicate, High Temperature and Inorganic Nanomaterials Technology of the Riga Technical University who ensured the smooth running of the conference. Particular thanks goes to eight plenary

  11. Girls Doing Science: A Case Study of Science Literacy in All-Female Middle Grade Classrooms

    NASA Astrophysics Data System (ADS)

    Faller, Susan Elisabeth

    In the face of low adolescent literacy rates (NCES, 2012), concerns about the nation's prospects of remaining competitive in science and technology (Hill, Corbett, & St. Rose, 2010), a persistent gender gap in science (NCES, 2012; Reilly, 2012), and the continued rollout of college- and career-ready standards, there is a need to focus on adolescent girls' science literacy. Such science literacy involves not only general knowledge about science, but also the ability to engage in the advanced reading and writing practices fundamental to doing science (Norris & Phillips, 2003). In this thesis, I present three articles with findings that respond to this need. They are the results of a multiple-case embedded (Yin, 2009) study that I conducted over the course of 7 months in four science classrooms (grades 5 through 8; 50 students) taught by a single teacher in a small all-female middle school. I collected in-depth data focused on science literacy from multiple sources, including (a) fieldnotes (Emerson, Fretz & Shaw, 2011), (b) videorecorded classroom observations (102 classes, 113 hours, recorded on 29 days), (c) a survey of all students, (d) semi-structured interviews with the subsample of 12 focal students (ranging from 18 to 37 minutes) and (e) photographs of classroom artifacts and student work. In the first article, I provide a window into standard literacy practices in science classrooms by examining the reading and writing genres to which students are exposed. In the second article, I examine how a teacher's language and instructional practices within her classrooms, and popular images of science from the world beyond their classrooms might shape adolescent girls' science identities. Finally, in the third article, I explore different aspects of science identity using the words of three case study students. Taken together, these studies fill gaps in the literature by investigating science literacy in an understudied context, all-female classrooms. In addition

  12. Research on same-gender grouping in eighth-grade science classrooms

    NASA Astrophysics Data System (ADS)

    Friend, Jennifer Ingrid

    This study examined two hypotheses related to same-gender grouping of eighth-grade science classes in a public middle-school setting in suburban Kansas City. The first hypothesis, male and female students enrolled in same-gender eighth-grade science classes demonstrate more positive science academic achievement than their male and female peers enrolled in mixed-gender science classes. The second hypothesis, same-gender grouping of students in eighth-grade science has a positive effect on classroom climate. The participants in this study were randomly assigned to class sections of eighth-grade science. The first experimental group was an eighth-grade science class of all-male students (n = 20) taught by a male science teacher. The control group used for comparison to the male same-gender class consisted of the male students (n = 42) in the coeducational eighth-grade science classes taught by the same male teacher. The second experimental group was an eighth-grade science class of all-female students (n = 23) taught by a female science teacher. The control group for the female same-gender class consisted of female students (n = 61) in the coeducational eighth-grade science classes taught by the same female teacher. The male teacher and the female teacher did not vary instruction for the same-gender and mixed-gender classes. Science academic achievement was measured for both groups through a quantitative analysis using grades on science classroom assessment and overall science course grades. Classroom climate was measured through qualitative observations and through qualitative and quantitative analysis of a twenty-question student survey administered at the end of each trimester grading period. The results of this study did not indicate support for either hypothesis. Data led to the conclusions that same-gender grouping did not produce significant differences in student science academic achievement, and that same-gender classes did not create a more positive

  13. Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

    NASA Astrophysics Data System (ADS)

    Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

    2015-04-01

    The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about children's earliest identification with engineering. The purpose of this study was to examine the extent to which engineering identity differed among preadolescents across gender and grade, when exposing students to engineering design-based science learning activities. Five hundred fifty preadolescent participants completed the Engineering Identity Development Scale (EIDS), a recently developed measure with validity evidence that characterizes children's conceptions of engineering and potential career aspirations. Data analyses of variance among four factors (i.e., gender, grade, and group) indicated that elementary school students who engaged in the engineering design-based science learning activities demonstrated greater improvements on the EIDS subscales compared to those in the comparison group. Specifically, students in the lower grade levels showed substantial increases, while students in the higher grade levels showed decreases. Girls, regardless of grade level and participation in the engineering learning activities, showed higher scores in the academic subscale compared to boys. These findings suggest that the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science.

  14. Bringing Up Girls in Science (BUGS): The Effectiveness of an Afterschool Environmental Science Program for Increasing Female Students' Interest in Science Careers

    ERIC Educational Resources Information Center

    Tyler-Wood, Tandra; Ellison, Amber; Lim, Okyoung; Periathiruvadi, Sita

    2012-01-01

    Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants' academic achievement in science. BUGS participants demonstrated significantly greater amounts of…

  15. EIGHTH-GRADE EARTH SCIENCE. TEXTBOOK READABILITY AND OTHER FACTORS WHICH COULD INFLUENCE THE SUCCESS OF THE EIGHTH-GRADE EARTH SCIENCE COURSE IN THE TEXAS PUBLIC SCHOOLS.

    ERIC Educational Resources Information Center

    KLINE, LOREN E., JR.

    THE PURPOSE OF THIS STUDY WAS (1) TO DETERMINE THE READING DIFFICULTY OF THE EIGHTH-GRADE SCIENCE TEXTBOOKS ADOPTED FOR USE IN TEXAS PUBLIC SCHOOLS AND (2) TO DETERMINE THE ADEQUACY OF TEACHER PREPARATION, EQUIPMENT, AND SCHOOL FACILITIES FOR PRESENTING A COURSE IN EARTH SCIENCE BASED UPON THE TEXTBOOKS ADOPTED IN 1964. DATA FOR THE READABILITY…

  16. Creating curricular change: needs in grades 8 12 earth science

    NASA Astrophysics Data System (ADS)

    Marks, Steven K.; Vitek, John D.; Giardino, John R.; McQueen, Kay C.

    2002-10-01

    The realization that we do not control nature is often associated with devastating loss of life and property. Apparently, humans do not learn from their mistakes, because human tragedies seem to happen repeatedly and minimal modification of human behavior appears to transpire. Because people do not understand the dynamic nature of Earth and Earth processes, specific education to understand and to comprehend the cause and effect of a dynamic earth is needed. The strong economic base and a high literacy rate within the USA should contribute to the ability of the K-12 educational system to create more appropriate human behavior and response to processes shaping Earth. Today major efforts are underway in government agencies, professional societies, universities and by individuals to change what and how students learn about the environment. Curricular reform has been established as new national standards for what students should learn in science in grades K-12. Just having standards, however, does not guarantee implementation, improved teaching by teachers, or increased understanding by students. Science faculties must accept the challenge to provide the pedagogical education for K-12 teachers; teachers must be trained and empowered to implement change; this change must ripple throughout the entire K-12 system. Workshops and innovative materials to support renovations in the curricula are essential to affect change. The World Wide Web will be a major help in information dissemination. However, for success to be achieved, local involvement is fundamental. People with expertise about Earth can have the greatest impact on effecting change by helping neighbors acquire knowledge of the dynamic environment of Earth. The same people (namely you) must become pro-active in K-12 education.

  17. Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

    ERIC Educational Resources Information Center

    Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

    2015-01-01

    The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about…

  18. Attitudes toward science and science knowledge of intellectually gifted and average students in third, seventh, and eleventh grades

    NASA Astrophysics Data System (ADS)

    Barrington, Byron L.; Hendricks, Bryan

    A questionnaire regarding attitudes toward science and scientific knowledge (Yager & Yager, 1985b) was administered to 143 intellectually gifted (IQ > 130) and intellectually average third-, seventh-, and eleventh-grade students. Measures of internal reliability on four attitude subscales and a content knowledge subscale are reported. Three-way ANOVAs comparing grade, sex, and ability revealed significant differences between average and gifted students in attitudes toward being a scientist, usefulness of science, and, as might be expected, in knowledge of science. Similarly, there were significant differences between grades on attitudes toward teachers and toward science classes, with the most favorable attitudes expressed in third grade, next most favorable in eleventh grade, and clearly more negative attitudes expressed by students in seventh grade. There also was a significant interaction between grade level and ability regarding attitudes toward science classes. In contrast to what might be expected from reported differences between males and females in attitudes toward science, gender as a separate variable did not have a significant main effect in any of the comparisons.

  19. Exploring relationships among four science teaching-learning affective attributes of sixth grade students

    NASA Astrophysics Data System (ADS)

    Harty, Harold; Samuel, K. V.; Beall, Dwight

    The intent of this study was to investigate possible relationships among the constructs of attitudes toward science, interest in science, science curiosity, and self-concept of science ability. Data were collected from 228 sixth-grade students by way of four Likert-type instruments, each of which measured a given attribute. Statistical procedures included univariate and multivariate analysis of variance, product-moment correlations, canonical correlations, multiple regression analysis, and factor analysis. The results indicated that attitudes toward science, interest in science, and science curiosity are highly related. Implications for classroom science teaching and suggestions for future research have also been discussed.Received: 2 April 1985

  20. An Investigation of the Artifacts and Process of Constructing Computers Games about Environmental Science in a Fifth Grade Classroom

    ERIC Educational Resources Information Center

    Baytak, Ahmet; Land, Susan M.

    2011-01-01

    This study employed a case study design (Yin, "Case study research, design and methods," 2009) to investigate the processes used by 5th graders to design and develop computer games within the context of their environmental science unit, using the theoretical framework of "constructionism." Ten fifth graders designed computer games using "Scratch"…

  1. Sex, grade, and course differences in attitudes that are related to cognitive performance in secondary science

    NASA Astrophysics Data System (ADS)

    Levin, James; Seymour Fowler, H.

    The purpose of this study was to collect and analyze data on sexual differences in secondary school students' attitudes towards science. Attitudinal differences were also analyzed for the independent variables of science programs and grade levels. Data were collected from 988 students using a modified version of the Fennema-Sherman Mathematics Attitude Scales to represent attitudes toward science. Reliabilities of the modified science subscales were all high ( > 0.83). Multivariate analysis of variance (MANOVA) was used to analyze the data for the main and interaction effects of the independent variables of sex (male, female), grade level (10th, 11th, 12th), and science program (advanced placement, academic, general, terminal). Significant differences (p < 0.05) were indicated for all main effects (sex, grade, science program). Interaction effects were not found. Mean separations for the various levels of sex, grade, and science program were performed for all attitudinal subscales. Females evidenced a significantly more positive attitude (p 0.01) than males on three subscales: Attitude Toward Success in Science Scale, Science as a Male Domain Scale, and Teacher Scale. Although not significant, males evidenced more positive attitudes on all the remaining five subscales. Eleventh graders evidenced significantly more positive attitudes than tenth graders on all but the Effectance Motivation Scale. Students in 11th grade had more positive attitudes than 12th-grade students on all scales but Science as a Male Domain Scale; however, these differences were not significant. Tenth graders differed significantly from 12th graders on three subscales; Science Usefulness Scale, Confidence in Learning Science Scale, and Teacher Scale. Positive attitudes decreased from advanced placement to terminal programs. Academic students did not differ significantly from general students except on the Father Scale; however, they were significantly different (more positive) from the terminal

  2. An Investigation of the Artifacts, Outcomes, and Processes of Constructing Computer Games about Environmental Science in a Fifth Grade Science Classroom

    ERIC Educational Resources Information Center

    Baytak, Ahmet

    2009-01-01

    Among educational researchers and practitioners, there is a growing interest in employing computer games for pedagogical purposes. The present research integrated a technology education class and a science class where 5th graders learned about environmental issues by designing games that involved environmental concepts. The purposes of this study…

  3. Research on Same-Gender Grouping in Eighth Grade Science Classrooms

    ERIC Educational Resources Information Center

    Friend, Jennifer

    2006-01-01

    This study examined two hypotheses related to same-gender grouping of eighth grade science classes in a public middle school setting. The hypotheses were (a) male and female students enrolled in same-gender science classes demonstrate more positive science academic achievement than their peers enrolled in mixed-gender classes, and (b) same-gender…

  4. Hands-On Science Mysteries for Grades 3-6: Standards-Based Inquiry Investigations

    ERIC Educational Resources Information Center

    Taris, James Robert; Taris, Louis James

    2006-01-01

    In "Hands-On Science Mysteries for Grades 3-6," the authors connect science to real-world situations by investigating actual mysteries and phenomena, such as the strange heads on Easter Island, the ghost ship "Mary Celeste," and the "Dancing Stones" of Death Valley. The labs are designed to encourage the development of science inquiry, in which…

  5. Teaching Science to English Learners, Grades 4-8. NCBE Program Information Series Guide 11.

    ERIC Educational Resources Information Center

    Fathman, Ann K.; And Others

    This guide is intended to help teachers plan, design, and implement science activities for students learning English as a Second Language (ESL) in grades 4-8, in mainstream science classes, ESL classes, bilingual education programs, and also to help others serving this population. Steps for designing science experiments that integrate language and…

  6. Predicting Students' Performance on Agricultural Science Examination from Forecast Grades

    ERIC Educational Resources Information Center

    Moreetsi, Thobega; Mbako, Masole Trust

    2008-01-01

    The Botswana Examination Council (BEC) uses forecast grades obtained from secondary school Agriculture teachers to review component 2 of Agriculture final examination. Moderation of component 2 can help to improve candidates' final grade. This descriptive-correlational study purports to determine which of the component 1 (multiple choice),…

  7. A comparison of concrete and formal science instruction upon science achievement and reasoning ability of sixth grade students

    NASA Astrophysics Data System (ADS)

    Saunders, Walter L.; Shepardson, Daniel

    Several recent studies suggest concrete learners make greater gains in student achievement and in cognitive development when receiving concrete instruction than when receiving formal instruction. This study examined the effect of concrete and formal instruction upon reasoning and science achievement of sixth grade students. Four intact classes of sixth grade students were randomly selected into two treatment groups; concrete and formal. The treatments were patterned after the operational definitions published by Schneider and Renner (1980). Pretest and posttest measures were taken on the two dependent variables; reasoning, measured with Lawson's Classroom Test of Formal Reasoning, and science achievement, measured with seven teacher made tests covering the following units in a sixth grade general science curriculum: Chemistry, Physics, Earth Science, Cells, Plants, Animals, and Ecology. Analysis of covariance indicated significantly higher levels (better than 0.05 and in some cases 0.01) of performance in science achievement and cognitive development favoring the concrete instruction group and a significant gender effect favoring males.

  8. WWW.com: A Brief Intervention to Bolster a 5th Grader's Regrouping Skills in Math

    ERIC Educational Resources Information Center

    Waugh, Matthew; Harrison, Gina L.

    2014-01-01

    This study examined the efficacy of a brief math intervention using cognitive behaviour instruction (CBI) supplemented by a mnemonic cue system for a 5th grade student with math computation and fluency difficulties. Regrouping operations in addition and subtraction were the targeted skills. Curriculum-based measurements were conducted at the end…

  9. Proceedings of the 5th International Symposium on Blue Laser and Light Emitting Diodes (ISBLLED-2004)

    NASA Astrophysics Data System (ADS)

    Suh, Eun-Kyung; Yoon, Euijoon; Lee, Hyung Jae

    2004-09-01

    The 5th International Symposium on Blue Laser and Light Emitting Diodes (ISBLLED-2004) was held in Gyeongju, Korea, 15-19 March 2004. The purpose of the symposium was to provide a forum for scientists and engineers to discuss recent progress and future trends in the rapidly advancing wide band gap semiconductor science and technologies and their applications in blue laser and light emitting diodes.

  10. Science Is an Action Word! Grades 1-3.

    ERIC Educational Resources Information Center

    Perdue, Peggy K.

    This book includes 20 science activities in the fields of scientific method, earth science, life science, and physical science. Each activity is composed of two parts--an explanatory section for the teacher and a student lab sheet. The explanatory section begins with a brief introduction designed to give an overview of the activity's main concept.…

  11. Middle school science curriculum design and 8th grade student achievement in Massachusetts public schools

    NASA Astrophysics Data System (ADS)

    Clifford, Betsey A.

    The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used teaching middle school science: integrated and discipline-based. In the proposed standards, the Massachusetts DESE uses grade-by-grade standards using an integrated approach. It was not known if there is a statistically significant difference in student achievement on the 8th grade science MCAS assessment for students taught with an integrated or discipline-based approach. The results on the 8th grade science MCAS test from six public school districts from 2010 -- 2013 were collected and analyzed. The methodology used was quantitative. Results of an ANOVA showed that there was no statistically significant difference in overall student achievement between the two curriculum models. Furthermore, there was no statistically significant difference for the various domains: Earth and Space Science, Life Science, Physical Science, and Technology/Engineering. This information is useful for districts hesitant to make the change from a discipline-based approach to an integrated approach. More research should be conducted on this topic with a larger sample size to better support the results.

  12. Science on the Web: Students Online in a Sixth-Grade Classroom.

    ERIC Educational Resources Information Center

    Wallace, Raven McCrory; Kupperman, Jeff; Krajcik, Joseph; Soloway, Elliot

    2000-01-01

    Observes students in 6th grade science classes as they use the Web to carry out an inquiry-based assignment. Explores their understanding and enactment of the assignment to do research on the Web. (Author/CCM)

  13. Effects of multisensory resources on the achievement and science attitudes of seventh-grade suburban students taught science concepts on and above grade level

    NASA Astrophysics Data System (ADS)

    Roberts, Patrice Helen

    This research was designed to determine the relationships among students' achievement scores on grade-level science content, on science content that was three years above-grade level, on attitudes toward instructional approaches, and learning-styles perceptual preferences when instructional approaches were multisensory versus traditional. The dependent variables for this investigation were scores on achievement posttests and scores on the attitude survey. The independent variables were the instructional strategy and students' perceptual preferences. The sample consisted of 74 educationally oriented seventh-grade students. The Learning Styles Inventory (LSI) (Dunn, Dunn, & Price, 1990) was administered to determine perceptual preferences. The control group was taught seventh-grade and tenth-grade science units using a traditional approach and the experimental group was instructed on the same units using multisensory instructional resources. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. The traditional unit included oral reading from the textbook, completing outlines, labeling diagrams, and correcting the outlines and diagrams as a class. The multisensory unit included five instructional stations established in different sections of the classroom to allow students to learn by: (a) manipulating Flip Chutes, (b) using Electroboards, (c) assembling Task Cards, (d) playing a kinesthetic Floor Game, and (e) reading an individual Programmed Learning Sequence. Audio tapes and scripts were provided at each location. Students circulated in groups of four from station to station. The data subjected to statistical analyses supported the use of a multisensory, rather than a traditional approach, for teaching science content that is above-grade level. T-tests revealed a positive and significant impact on achievement scores (p < 0.0007). No significance was detected on grade-level achievement nor on the perceptual

  14. Third Grade African American Students' Views of the Nature of Science

    ERIC Educational Resources Information Center

    Walls, Leon

    2012-01-01

    This study examined the nature of science (NOS) views of lower elementary grade level students, including their views of scientists. Participants were 23 third-grade African American students from two Midwest urban settings. A multiple instrument approach using an open-ended questionnaire, semi-structured interviews, a modified version of the…

  15. The Effects of Animation Technique on the 7th Grade Science and Technology Course

    ERIC Educational Resources Information Center

    Aksoy, Gökhan

    2012-01-01

    The purpose of this study is to determine the effect of animation technique on academic achievement of students in the "Human and Environment" unit lectured as part of the Science and Technology course of the seventh grade in primary education. The sample of the study consists of 58 students attending to the 7th grade of Erzurum MEB…

  16. Middle School Science Curriculum Design and 8th Grade Student Achievement in Massachusetts Public Schools

    ERIC Educational Resources Information Center

    Clifford, Betsey A.

    2016-01-01

    The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used…

  17. The Influence of Documentary Films on 8th Grade Students' Views about Nature of Science

    ERIC Educational Resources Information Center

    Seckin Kapucu, Munise; Cakmakci, Gultekin; Aydogdu, Cemil

    2015-01-01

    This quasi-experimental study aims to investigate the documentary films' influence on 8th grade students' nature of science views. The study's participants were 113 8th grade students from two different schools taught by two different teachers. The study was completed over a 6-week period, during which topics related to "Cell Division and…

  18. The Need for a Core, Interdisciplinary, Life-Sciences Curriculum in the Middle Grades.

    ERIC Educational Resources Information Center

    Heller, H. Craig

    1993-01-01

    Campaigns to improve adolescent health must involve schools, focusing on middle grades. Currently, school organization is poor, with too little good curricular material for such students. The article describes Stanford University's interdisciplinary, core, middle grades curriculum in human biology that combats alienation from science by making it…

  19. Resource Handbook: The Earth. A Supplement to Basic Curriculum Guide--Science, Grades K-6.

    ERIC Educational Resources Information Center

    Starr, John W., 3rd., Ed.

    GRADES OR AGES: Grades K-6. SUBJECT MATTER: Science; the earth. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is in three main parts: 1) atmosphere; 2) lithosphere; and 3) hydrosphere. Each section is subdivided into initiatory activities, developmental activities, evaluations, vocabulary, children's books, and films. The guide is mimeographed…

  20. Predicting Seventh Grade Students' Engagement in Science by Their Achievement Goals

    ERIC Educational Resources Information Center

    Hidiroglu, Melike; Sungur, Semra

    2015-01-01

    The aim of this study was to examine how well seventh grade students' engagement in science can be predicted by their achievement goals. For the specified purpose, a correlational research design was utilized. Data were obtained from 153 seventh grade students through administration of Achievement Goal Questionnaire and Engagement Questionnaire.…

  1. An Analysis of South African Grade 9 Natural Sciences Textbooks for Their Representation of Nature of Science

    ERIC Educational Resources Information Center

    Ramnarain, Umesh Dewnarain; Chanetsa, Tarisai

    2016-01-01

    This article reports on an analysis and comparison of three South African Grade 9 (13-14 years) Natural Sciences textbooks for the representation of nature of science (NOS). The analysis was framed by an analytical tool developed and validated by Abd-El-Khalick and a team of researchers in a large-scale study on the high school textbooks in the…

  2. The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners

    ERIC Educational Resources Information Center

    August, Diane; Branum-Martin, Lee; Cardenas-Hagan, Elsa; Francis, David J.

    2009-01-01

    The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching (QuEST)--designed to develop the science knowledge and academic language of middle grades English language learners studying science in their second language and their English-proficient classmates. Ten sixth-grade science teachers in 5…

  3. Working Together for Student Achievement. 5th Biennial Joint Report

    ERIC Educational Resources Information Center

    Washington State Board of Education, 2014

    2014-01-01

    The Washington state Board of Education (SBE) and the Professional Educator Standards Board (PESB) submitted this 5th biennial joint report to the Governor, Legislative Education Committees, and Superintendent of Public Instruction. The report outlines the collaborative work of the Boards, highlights accomplishments, and provides goals and…

  4. 5th Conference on Aerospace Materials, Processes, and Environmental Technology

    NASA Technical Reports Server (NTRS)

    Cook, M. B. (Editor); Stanley, D. Cross (Editor)

    2003-01-01

    Records are presented from the 5th Conference on Aerospace Materials, Processes, and Environmental Technology. Topics included pollution prevention, inspection methods, advanced materials, aerospace materials and technical standards,materials testing and evaluation, advanced manufacturing,development in metallic processes, synthesis of nanomaterials, composite cryotank processing, environmentally friendly cleaning, and poster sessions.

  5. 5th Latin American pesticide residue workshop (LAPRW 2015)

    Technology Transfer Automated Retrieval System (TEKTRAN)

    This invited editorial proceedings article introduces the 6 research papers published in the special topical collection for the 5th Latin American Pesticide Residue Workshop held in Santiago, Chile, May 10-13, 2015. The meeting was a great success with more than 50 talks, 140 posters, 21 vendors, a...

  6. The Science Discovery Book Grades 4-6.

    ERIC Educational Resources Information Center

    Fredericks, Anthony D.; And Others

    Developed to supplement and enhance regular science texts and programs, this collection of activities, experiments, and ideas aims to involve middle school students in the processes of science. The 42 projects in this book have been drawn from daily living experiences and focus on providing students with a better understanding of science related…

  7. Illinois Science Assessment Framework: Grades 4 and 7.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, 2004

    2004-01-01

    The Illinois Science Assessment Framework is designed to assist educators, test developers, policy makers and the public by clearly defining those elements of the Illinois Learning Standards that are suitable for state testing. It is not designed to replace a local science curriculum and should not be considered a state science curriculum. The…

  8. Differential Item Functioning by Gender on a Large-Scale Science Performance Assessment: A Comparison across Grade Levels.

    ERIC Educational Resources Information Center

    Holweger, Nancy; Taylor, Grace

    The fifth-grade and eighth-grade science items on a state performance assessment were compared for differential item functioning (DIF) due to gender. The grade 5 sample consisted of 8,539 females and 8,029 males and the grade 8 sample consisted of 7,477 females and 7,891 males. A total of 30 fifth grade items and 26 eighth grade items were…

  9. Delaware Student Testing Program: State Summary Report: Science & Social Studies, Spring 2002 Administration, Grades 8 and 11.

    ERIC Educational Resources Information Center

    Delaware State Dept. of Education, Dover. Assessment and Accountability Branch.

    The results from the third administration of the 8th and 11th grade science and social studies portions of the Delaware Student Testing Program (DSTP) represent an important step in Delawares efforts to educate all students to a higher level. Science and social studies data for grades 8 and 11 are summarized here, and the results for grades 4 and…

  10. Effects of an intensive middle school science experience on the attitude toward science, self-esteem, career goal orientation, and science achievement of eighth-grade female students

    NASA Astrophysics Data System (ADS)

    Williams, Tammy Kay

    The purpose of this investigation was to examine the effects of a year long intensive extracurricular middle school science experience on the self-esteem, career goal orientation, and attitude toward science of eighth grade female students using both quantitative and qualitative methods. Sixteen self-selected eighth grade female students participated in extracurricular science experiences such as camping, rock climbing, specimen collecting and hiking, as well as meeting and interacting with female science role models. Data was collected using pre- and posttest methods using the Children's Attitude Toward Science Survey, the Coopersmith Self-Esteem Inventory, and the Self-Directed Search (SDS) Career Explorer. End of year science course grades were examined for seventh and eighth grades and compared to first semester high school grades. Qualitative data was in the form of: (1) focus group interviews conducted prior to field experiences, at the end of all field experiences, and at the end of the first semester of high school, and (2) journal entries from throughout the project. Qualitative data was examined for changes in student perceptions of science as a discipline, self as scientist, women in science, and social comparison of self in science.

  11. Do Cognitive Preferences of Ninth-Grade Students Influence Science Process Achievement?

    ERIC Educational Resources Information Center

    Atwood, Ronald K.; Stevens, J. Truman

    1978-01-01

    A sample of ninth-grade students utilizing the Intermediate Science Curriculum Study (ISCS) and other materials was used to investigate the relationship between cognitive preferences and science process achievement. The three cognitive preferences examined were: (1) application; (2) memorization; and (3) questioning. (HM)

  12. Using Food as a Tool to Teach Science to 3rd Grade Students in Appalachian Ohio

    ERIC Educational Resources Information Center

    Duffrin, Melani W.; Hovland, Jana; Carraway-Stage, Virginia; McLeod, Sara; Duffrin, Christopher; Phillips, Sharon; Rivera, David; Saum, Diana; Johanson, George; Graham, Annette; Lee, Tammy; Bosse, Michael; Berryman, Darlene

    2010-01-01

    The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007 to 2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3rd-grade classrooms in Appalachian Ohio; teachers in these…

  13. The Role of Peers and Grades in Determining Major Persistence in the Sciences

    ERIC Educational Resources Information Center

    Ost, Ben

    2010-01-01

    Using longitudinal administrative data from a large elite research university, this paper analyzes the role of peers and grades in determining major persistence in the life and physical sciences. In the physical sciences, analyses using within-course, across-time variation show that ex-ante measures of peer quality in a student's introductory…

  14. Mechanical Advantage. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

    ERIC Educational Resources Information Center

    Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

    This curriculum guide, the fourth in a set of six, contains teacher and student materials for a unit on mechanical engineering prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in…

  15. Too Close for (Brain) Comfort: Improving Science Vocabulary Learning in the Middle Grades

    ERIC Educational Resources Information Center

    Shore, Rebecca; Ray, Jenna; Goolkasian, Paula

    2013-01-01

    This article describes how researchers take a multidisciplinary approach to investigating how middle grades students learn science vocabulary. The authors investigated teaching strategies for increasing retention of science vocabulary with seventh graders and stumbled upon an interesting finding that was not even a target for their study, yet it…

  16. Summative Evaluation of Let Me See! An ITV Science Series for Grades 1 and 2.

    ERIC Educational Resources Information Center

    Webb, Norman L.

    The Let Me See! television science series for grades one and two was evaluated to assess the cumulative learning of objectives over the 12 weeks the programs were aired, as well as the effects from instructional programs that had the series as a central focus. The series of 12 15-minute programs on topics from the physical sciences, biological…

  17. Prueba de Ciencia Primer Grado (Science Test for the First Grade). [In Spanish

    ERIC Educational Resources Information Center

    Puerto Rico State Dept. of Education, Hato Rey.

    This document consists of three parts: (1) a manual for administering the science test to first graders (in Spanish), (2) a copy of the test itself (pictorial), and (3) a list of expected competencies in science for the first three grades (in English). The test consists of 25, four-choice items. For each item, the administrator reads a statement…

  18. Alcohol and Drug Prevention Curriculum Resource Guide Grades 10-12: Science--Biology.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Alcohol and Drug Defense Program.

    This curriculum resource guide on alcohol and drug prevention provides suggested activities for teachers of grades 10 through 12. Three integrated learning activities for science/biology and healthful living are presented. The science/biology goal is understanding the biology of humans. Healthful living goals include analyzing drug and alcohol use…

  19. SCDC Spanish Curricula Units. Social Science Strand, Unit 1, Grade One, Supplement & Ditto Packet.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Ditto masters and visual aids to be used with the bilingual, multiethnic social science instructional unit developed for grade one are found in this ditto packet and supplement for teachers. Materials are to be used with the four kits in this social science unit, which is built around the theme of helping first graders adjust to the classroom…

  20. Electrical Energy. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

    ERIC Educational Resources Information Center

    Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

    This curriculum guide, the fifth in a set of six, contains teacher and student materials for a unit on electrical energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades…

  1. Exploring Seventh-Grade Students' and Pre-Service Science Teachers' Misconceptions in Astronomical Concepts

    ERIC Educational Resources Information Center

    Korur, Fikret

    2015-01-01

    Pre-service science teachers' conceptual understanding of astronomical concepts and their misconceptions in these concepts is crucial to study since they will teach these subjects in middle schools after becoming teachers. This study aimed to explore both seventh-grade students' and the science teachers' understanding of astronomical concepts and…

  2. Change in Student Beliefs about Attitudes toward Science in Grades 6-9

    ERIC Educational Resources Information Center

    Akcay, Hakan; Yager, Robert E.; Iskander, Srini M.; Turgut, Halil

    2010-01-01

    The study reports on an investigation of the impact of a Science-Technology-Society (STS) approach in promoting more positive student attitudes toward science that are recommended by current reform documents. A total of 609 students from grades six through nine were selected for a survey of attitudes in two class sections assigned as either…

  3. Electromagnetic Spectrum. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

    ERIC Educational Resources Information Center

    Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

    This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for…

  4. Family Factors Associated with Sixth-Grade Adolescents' Math and Science Career Interests

    ERIC Educational Resources Information Center

    Turner, Sherri L.; Steward, Jason C.; Lapan, Richard T.

    2004-01-01

    This study tested a causal model, based on social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994, 2000), of math and science career interests among 6th-grade adolescents (N = 318). Consistent with SCCT, it was found that career gender-typing, mother's and father's support for pursuing math and science careers, as well…

  5. Supplement for Curriculum Guide for Science: Lao-Speaking Students. Kindergarten-Grade 8. Working Draft.

    ERIC Educational Resources Information Center

    Chicago Board of Education, IL.

    This supplement to the Chicago public schools' science curriculum, for use with Lao-speaking students in grades K-8, is designed to help students make the transition to learning science in English. English-Lao vocabulary lists, independent learning activities and teaching aids (in both languages), and study questions (in Lao) are included to…

  6. Guide for Teaching Science Problems 1-2, Grade XI or XII. Second Edition.

    ERIC Educational Resources Information Center

    Fredrickson, Clifford T.

    Science Problems 1-2 is a terminal course for eleventh and twelfth grade students with limited science background and generally below average reading levels. The guide is intended as a supplement to the detailed teacher's guide prepared by the publishers of the textbook used in the course. It is assumed that no teacher is expert in all subject…

  7. Science, Technology, and Society: Some Philosophical Reflections on a Grade 11 Course.

    ERIC Educational Resources Information Center

    Gardner, Paul L.

    1993-01-01

    Speculates on factors that may influence the lack of status of a "Science and Technology" course for grade 11 in British Columbia. Suggests that Aristotelian conceptions of the superiority of pure science over practical knowledge affect the status of school subjects. Questions the course's portrayal of the nature of technology and relations…

  8. Improving Science Vocabulary of Six Grade Migrant Students through a Program of Intensive Direct Vocabulary Instruction.

    ERIC Educational Resources Information Center

    Moran, Melba Q.

    This case study describes a project designed to improve science vocabulary and comprehension of migrant sixth-grade students in a rural farming-community middle school. The project combined intensive direct teaching of science vocabulary with the national unified curriculum implemented in 1984. The subjects of the project were migrant children…

  9. Education for Survival; A Social Studies and Science Curriculum Guide for Grades 1, 2, 3.

    ERIC Educational Resources Information Center

    Grubman, Ruth W.; And Others

    This book is one of a series on Education For Survival and integrates a conservation curriculum into a social studies and science program for grades 1, 2, and 3. It was developed to help lead young people to an awareness of environmental problems which confront our society. The first chapter presents a resume of all social science curriculum units…

  10. Inquiry Science: The Gateway to English Language Proficiency

    ERIC Educational Resources Information Center

    Zwiep, Susan Gomez; Straits, William J.

    2013-01-01

    This paper presents findings from a 4-year project that developed and implemented a blended inquiry science and English Language Development (ELD) program in a large urban California school district. The sample included over 2,000 students in Kindergarten through 5th grade. Participating students' English and science achievement was compared…

  11. The impact of environmental education on sixth-grade students' science achievement

    NASA Astrophysics Data System (ADS)

    Clavijo, Katherine Gillespie

    This study investigated the relationship between student involvement in environmental education (EE) and science achievement. The performance of students engaged in fifth and sixth grade classrooms identified as incorporating environmental education into science instruction was compared to that of students from similar classrooms that use traditional science instruction. Data from 4655 sixth grade students were analyzed using hierarchical multiple regression model to determine if environmental education improves prediction of science achievement beyond that afforded by differences in socioeconomic status and previous science achievement. The results indicated that environmental education, when integrated into science instruction, does not improve prediction of CTBS science scores beyond that afforded by differences in previous achievement in science and socioeconomic status. Previous achievement and socioeconomic status were the only two variables that predicted CTBS science subtest scores. The variable previous achievement (Score on fourth grade KIRIS test) explained 27.6% of the variance in CTBS test scores. The variable socioeconomic status (participation in free and reduced lunch program) explained 7.1% of the variance in CTBS science test scores. Participation in a fifth, sixth or both grades environmental education classroom did not add to the prediction of CTBS scores. This study illustrates that environmental education, while not correlated with high science achievement, does not correlate with low science achievement. Environmental education research may benefit from similar studies, which utilize alternative forms of student assessment. This study has implications for researchers interested in examining the impact of environmental education on science achievement, as it provides evidence for the importance of including background characteristics, such as socioeconomic status and previous achievement, in research models. This study provides an example of

  12. Annotated Bibliography for 6th Grade Science and Social Studies.

    ERIC Educational Resources Information Center

    Randolph, Margo

    Designed to support curriculum and to facilitate instruction and learning at the sixth grade level, this annotated bibliography contains materials found in the library at the Brawley Middle School in Scotland Neck, North Carolina. To foster cooperative planning between teacher and librarian, the bibliography provides sample activities and lessons…

  13. Developing an Effective Ninth Grade ISCS Science Program.

    ERIC Educational Resources Information Center

    Hall, Philip A.

    Developed was a modification of the ninth-grade ISCS program to improve motivation and achievement. Classroom environment was assessed and workshops on curriculum and methodology were conducted. Modifications were introduced and assessed. The results indicated: (1) achievement was improved; (2) teaching methodology was changed to increase goal…

  14. Social Science Performance Descriptors, Grades 6-12.

    ERIC Educational Resources Information Center

    Best, Tom; Bettis, Norman; Carlson, Richard; Dempsey, Joanne; Greene, Matt; Gunn, Will; Kahl, Colleen; McBride, Lawrence W.; Miller, Arlan; Schrand, Jim; Walk, Fred

    The Illinois Learning Standards are state content standards that describe what students should know and be able to achieve in grades K-12. The challenge for the 2000-2001 school year was to produce performance standards that would indicate how well students should perform to meet the state standards. The performance standards describe how well…

  15. Social Science Performance Descriptors, Grades 1-5.

    ERIC Educational Resources Information Center

    Best, Tom; Bettis, Norman; Carlson, Richard; Dempsey, Joanne; Greene, Matt; Gunn, Will; Kahl, Colleen; McBride, Lawrence W.; Miller, Arlan; Schrand, Jim; Walk, Fred

    The Illinois Learning Standards are state content standards that describe what students should know and be able to achieve in grades K-12. The challenge for the 2000-2001 school year was to produce performance standards that would indicate how well students should perform to meet the state standards. The performance standards describe how well…

  16. Notebook Writing in Three Fifth-Grade Science Classrooms.

    ERIC Educational Resources Information Center

    Baxter, Gail P.; Bass, Kristin M.; Glaser, Robert

    2001-01-01

    Examined ways three fifth-grade teachers facilitated student notebook writing as part of an inquiry of electric circuits. Found that teachers promoted notebook writing through explicit instructions and prompts. Teachers provided frequent opportunities for writing, and checked that students had documented procedural aspects of investigations.…

  17. Teaching Grade 5 Life Science with a Case Study Approach

    ERIC Educational Resources Information Center

    Olgun, Ozlem Sila; Adali, Belgin

    2008-01-01

    The main purpose of this study was to investigate the effects of a case study approach on students' achievement and attitudes towards viruses, bacteria, fungi, and protista. Fifth-grade students (N = 88) from two different classes were involved in the study. One intact class was assigned as the experimental group, whereas the other intact class…

  18. Geology. Grade 6. Anchorage School District Elementary Science Program.

    ERIC Educational Resources Information Center

    Anchorage School District, AK.

    This resource book introduces sixth-grade children to the environment by studying rocks and other geological features. Nine lessons are provided on a variety of topics including: (1) geologic processes; (2) mountain building; (3) weathering; (4) geologic history and time; (5) plate tectonics; (6) rocks and minerals; (7) mineral properties; (8)…

  19. General Science, Ninth Grade: Theme III and Theme IV. Experimental.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    This document was designed to help teachers provide ninth grade students in New York City with opportunities to learn about scientific processes as well as basic reasoning skills which underlie problem-solving processes in scientific and nonscientific disciplines. The first section of the guide, "The Environment," contains lessons which deal with…

  20. Weather. Third Grade. Revised. Anchorage School District Elementary Science Program.

    ERIC Educational Resources Information Center

    Defendorf, Jean, Ed.

    This resource book introduces third-grade children to the environment by studying the weather and its effects. Lessons are provided including: (1) constructing a weather diary; (2) thermometers; (3) clouds; (4) barometric pressure; (5) wind vanes; (6) heating and cooling air; and (7) analyzing weather data. Each lesson includes a listing of…

  1. Impact of selected PALMS learning strategies in ninth grade science classrooms to reach NCLB science standards

    NASA Astrophysics Data System (ADS)

    Omotunde, Mojisola Bolanle

    In the past 50 years there have been concerns about the teaching and learning of science in American schools. Furthermore, recent assessments have indicated that American students in 4th, 8th, and 12th grade levels are not performing better than their counterparts in other industrialized countries. The purpose of this study was to investigate if a change in instructional methods would improve test scores and meet the standards of the No Child Left Behind Act that requires that 95%-100% of students being tested should be proficient in the subject matter by 2014. The study used learner-centered learning strategies of PALMS (Partnerships Advancing the Learning of Mathematics and Science) inquiry-based learning, cooperative learning, and brain-based learning to instruct a group of students. PALMS was an initiative of the Massachusetts Department of Education in the effort to improve student performance in the state. The sample consisted of 161 ninth grade students enrolled in 8 physical science classes. Eighty-six students were instructed by the learner-centered learning strategies of inquiry-based learning, cooperative learning, and brain-based learning, while 75 students were instructed by the teacher-centered traditional method of instruction, which consists of lectures and direct instruction. The students who received PALMS learner-centered instruction were the treatment group while the students who received teacher-centered instruction were the control group. Analysis of the data by one way ANOVA showed that there was a significant difference between the test scores (average combined scores of selected chapters of the textbook and the district's six weeks test) of students who were instructed by learner-centered instructional methods and those who were instructed by the teacher-centered instructional methods. The learner-centered group scored higher than the teacher-centered group, although they did not improve their test scores when compared to their baseline

  2. What Middle Grade Students Say about Learning Science with Multimedia

    ERIC Educational Resources Information Center

    Goldenberg, Lauren B.; Heinze, Juliette; Ba, Harouna

    2004-01-01

    The JASON Multimedia Science Curriculum (JMSC) was developed in 1989 by the JASON Foundation for Education (www.jason.org), and is a multimedia, interdisciplinary, inquiry-based science curriculum that responds to the dual demands of teachers having to teach state standards while engaging students in scientific inquiry. The JMSC encourages…

  3. Brief Science Performance Evaluation on 8th Grade Students

    ERIC Educational Resources Information Center

    Mocanu, Gabriela

    2010-01-01

    This paper aims to provide some statistics concerning the science performance of a group of 59 8th graders, studying in three different classes (may be regarded as different study groups). Eight science items were used, two from each content domain: chemistry, biology, mathematics and physics. These items were taken from the 2007 edition of the…

  4. Science Curriculum Guide. Grade 5. Bulletin 1989, No. 75.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    The purpose of this curriculum guide is to help teachers implement the Alabama Course of Study: Science. The major emphasis of the guide is to provide student-oriented, hands-on activities that engage students in "sciencing" behaviors. This guide has two major components, the table of contents and the activities. The table of contents lists by…

  5. Career Activities in Science: Grades 7-12.

    ERIC Educational Resources Information Center

    Sleep, Gerald; And Others

    The curriculum guide attempts to assemble select activities that represent skills related to careers in science. These learning activities are designed to give junior and senior high school students opportunities to explore concepts and processes in many science-related careers. The broad areas covered are biology, chemistry, physics, and earth…

  6. Elementary Science Safety Manual for Grades K-8, 1999.

    ERIC Educational Resources Information Center

    Marganoff, Bruce

    Science safety is no accident. It requires the knowledge of potential hazards, attention to detail, and constant supervision. It is important that teachers understand the potential dangers of even the simplest of science activities. This manual is intended to assist elementary teachers in doing experiments and activities more confidently by making…

  7. Science. Suggested Learner Outcomes, Grades 9-12.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Education, Oklahoma City.

    Developed for the purpose of providing teachers and administrators with objectives upon which a curriculum could be formed, this guide identifies standardized learner outcomes for secondary level science students. A philosophy of science education for Oklahoma schools is presented and student goals are specified. Objectives and descriptive…

  8. Science Curriculum Guide. Grade 2. Bulletin 1989, No. 72.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    The purpose of this curriculum guide is to help teachers implement the Alabama Course of Study: Science. The major emphasis of the guide is to provide student-oriented, hands-on activities that engage students in "sciencing" behaviors. This guide has to major components, the table of contents and the activities. The table of contents lists by…

  9. Science Curriculum Guide. Grade 1. Bulletin 1989, No. 71.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    The purpose of this curriculum guide is to help teachers implement the Alabama Course of Study: Science. The major emphasis of the guide is to provide student-oriented, hands-on activities that engage students in "sciencing" behaviors. This guide has to major components, the table of contents and the activities. The table of contents list by Roman…

  10. Science Fairs in the Eighth, Seventh, or Sixth Grades?

    ERIC Educational Resources Information Center

    Knapp, John, II

    1975-01-01

    Presents comments on problems voiced by teachers about conducting science fairs with middle school children, also cites some advantages of science fairs. A list of simple experiments is offered that are considered within the interests and intellectual range of middle school children. (Author/EB)

  11. Eighth Grade Earth Science Curriculum Guide. Part 1.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    This is a curriculum guide composed of lessons which can serve as models for the beginning teacher as well as for the teacher who needs activities to broaden the earth science perspective in the classroom. It was designed to supplement the New york State Earth Science Syllabus and encourages students to develop inquiry and problem solving skills.…

  12. Growth Mindset of Gifted Seventh Grade Students in Science

    ERIC Educational Resources Information Center

    Esparza, Julie; Shumow, Lee; Schmidt, Jennifer A.

    2014-01-01

    Through secondary analysis of data collected in middle school science classrooms, this study (a) compared gifted and regular students' beliefs about the malleability of intelligence in science; (b) investigated whether teaching gifted and talented middle-school students about malleability of the brain and study skills helped them to develop a…

  13. Science Curriculum Guide. Grade 3. Bulletin 1989, No. 73.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    The purpose of this curriculum guide is to help teachers implement the Alabama Course of Study: Science. The major emphasis of the guide is to provide student-oriented, hands-on activities that engage students in "sciencing" behaviors. This guide has two major components, the table of contents and the activities. The table of contents lists by…

  14. Collaborative Teaching in the Middle Grades: Inquiry Science

    ERIC Educational Resources Information Center

    Becker, Helaine

    2005-01-01

    This book allows the reader to team teach with a science specialist to drive home key library and media curriculum goals. Eight detailed chapters provide background and complete lesson plans that cover both library and general science skills and benchmarks. Included are reproducible student worksheets, tools for assessment, and a suggested…

  15. Steps for Evaluating a Fifth Grade Science Collection

    ERIC Educational Resources Information Center

    Griffin, Gail Guidry

    2011-01-01

    A well balanced curriculum is an area of great concern in a school. With an enhanced collection, the library media specialist can further educational progress on all levels. Through accessing a good science collection in the library, students can achieve their learning goals. This article describes a process used to evaluate a science collection…

  16. Science Curriculum Guide. Grade 8. Bulletin 1989, No. 78.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    The purpose of this curriculum guide is to help teachers implement the Alabama Course of Study: Science. The major emphasis of the guide is to provide student-oriented, hands-on activities that engage students in "sciencing" behaviors. This guide has two major components, the table of contents and the activities. The table of contents lists by…

  17. The effects of an interactive television environment on the learning preferences, attitudes, and academic achievement of fifth- and seventh-grade students in a social studies and science classroom

    NASA Astrophysics Data System (ADS)

    Bowes, Kathleen A.

    2002-09-01

    This study employed a quasi-experimental pretest-posttest design with nonequivalent groups. It explored the effect of using interactive television (ITV) as a learning tool in an elementary setting. The Self-Directed Learning Readiness Scale, which measures a student's learning preferences/attitudes toward learning, was used along with teacher mastery tests and an ITV evaluation survey. There were five research questions explored in the study: (1) What was the difference between the treatment and control groups with regards to learning preferences/attitudes as measured by the SDLRS-ABE? (2) What was the difference between the treatment and control groups with regards to academic achievement in science and in social studies as measured by teacher made mastery tests? (3) Was there a treatment-gender interaction for either the SDLRS-ABE or the science and social studies mastery tests? (4) What inter relationships existed among the SDLRS-ABE, science mastery tests, and social studies tests? (5) What did teacher evaluations of the ITV reveal? Forty 5th and thirty-seven 7th grade students participated in the study. There were treatment and control groups at each grade level. Groups were randomly assigned as intact classes. There were a number of noteworthy findings. There was a significant difference (p = .025) between males and females on the social studies mastery test and a treatment-control difference on the science mastery test (p = .040). Also a moderate relationship was found between the SDLRS-ABE pretest (r = .433) and the SDLRS-ABE posttest (r = .420) and the fifth grade treatment group science grades and a moderate correlation (r = 0.546) between the social studies grades, and the SDLRS-ABE posttest for the fifth grade treatment group. The teacher evaluations of the ITV sessions indicated the importance of interactivity between the sending and receiving sites. Teachers felt that this interactivity was key to holding the students' attention and fostering learning.

  18. Grade 7 Science Social Studies Interdisciplinary on the Scientific Method

    ERIC Educational Resources Information Center

    Bates, Peter; Bannen, Joe

    1974-01-01

    A description is provided of activities for a junior high school science and social studies unit on teaching the scientific method and interrelationships between the scientist and the social scientist. (Author/KM)

  19. The Delphi Technique in Identifying Learning Objectives for the Development of Science, Technology and Society Modules for Palestinian Ninth Grade Science Curriculum

    ERIC Educational Resources Information Center

    Abualrob, Marwan M. A.; Daniel, Esther Gnanamalar Sarojini

    2013-01-01

    This article outlines how learning objectives based upon science, technology and society (STS) elements for Palestinian ninth grade science textbooks were identified, which was part of a bigger study to establish an STS foundation in the ninth grade science curriculum in Palestine. First, an initial list of STS elements was determined. Second,…

  20. Science discourse in a middle-grade classroom attempting learning community-centered science instruction

    NASA Astrophysics Data System (ADS)

    Templin, Mark Arnold

    This dissertation focuses on the development of students' scientific literacy discourse in a middle grade science classroom as the teacher attempted to establish a learning community. Instructional design features included a change in teacher and students' roles such that authority over many classroom decisions was shared and students were encouraged to design their own investigations within the context of extended learning projects. The study followed the progress of two groups of four students, representing diversity in academic performance, gender, and ethnicity, over the course of four months. Target group discourse was recorded once every other school day and then transcribed. Accompanying field notes were written. Classroom artifacts, including a complete set of daily lesson plans, instructional materials, and student products, were collected. The interpretive framework, which highlighted different discourse practices and the instructional moves that supported them, evolved during data analysis as it was repeatedly tried out against the empirical materials through stages of data reduction, display, conclusion drawing, and verification. Analysis of the teacher's practice indicated that he initiated and maintained a classroom learning community by encouraging students to (a) think about their thinking by responding to questions that promoted such reflection; (b) share their reflections and other written products with each other and revise them through peer review; (c) decide for themselves which science content was relevant to their investigations; (d) share problem solving strategies; and (e) debate the meaning of terms so that a common understanding of science concepts could be developed. The teacher modeled and asked questions to promote these reflective and collaborative practices, successively withdrawing his active involvement in group dialogue as the term progressed. Analysis of students' discourse indicated that students increasingly developed

  1. Attitude and achievement patterns of seventh-grade science students: Are there sex differences?

    NASA Astrophysics Data System (ADS)

    Tingley, Paula B.

    1997-12-01

    This study adapted Fennema and Peterson's Autonomous Learning Behavior model to examine sex differences in seventh grade science attitude and achievement. Six dimensions of student attitude were examined: (a) self confidence in science, (b) perceptions of the usefulness of science, (c) perceptions of science as a male domain, (d) attitudes toward success in science, (e) perceptions of teacher attitudes, and (f) attributions for success and failure experiences in science. Attitudinal data were collected during fall and spring from a sample of 65 males and 53 females. Science achievement scores at the end of grades six and seven were obtained from student records. Using repeated measures analyses of variance, the study investigated whether seventh grade males and females (a) differ in their attitudes toward science, (b) experience similar changes in attitudes toward science from fall to spring, and (c) demonstrate differences in the relationship between attitude toward science and science achievement. In general, males and females were more similar than different in their attitudes toward science. Main effects of sex were observed on only one attitudinal variable (male domain), and two attribution scales (success/ability and failure/ability). Males more than females viewed science as a male domain, and were more likely than females to attribute success in science to their ability. Females more than males, in contrast, tended to attribute failure to their lack of ability. Where changes were observed over time, males tended to show a less positive attitude from fall to spring, while females tended to become more positive in their attitudes, if they changed at all. Results indicated no sex differences in science achievement at the sixth or seventh grade level. However, attitude was a stronger predictor of achievement for males than females. These findings support the usefulness of the Autonomous Learning Behavior model as a framework for examining sex differences in

  2. Reading: Students' Attitudes and Interests in Fourth, Fifth, and Sixth Grades in Official Portuguese Schools in the USA (A Leitura: Atitudes e Preferencias dos Educandos do 4th, 5th, e 6th Anos de Escolaridade nas Escolas Oficiais Portuguesas nos Estados Unidos da America).

    ERIC Educational Resources Information Center

    Castanho, Maria da Graca Borges

    A study investigated attitudes and preferences concerning reading among fourth-, fifth-, and sixth-grade students in Portuguese-language schools in the United States. Extrinsic factors influencing students (parents, teachers) were also analyzed. The research took place in 10 schools in 5 states. Data were obtained using questionnaires (students)…

  3. Relationships between gifted selection criteria and performance in sixth-grade gifted science

    NASA Astrophysics Data System (ADS)

    Miller, Roxanne Greitz

    This study examined the relationships between gifted selection criteria used in the Dade County Public Schools of Miami, Florida and performance in sixth grade gifted science classes. The goal of the study was to identify significant predictors of performance in sixth grade gifted science classes. Group comparisons of performance were also made. Performance in sixth grade gifted science was defined as the numeric average of nine weeks' grades earned in sixth grade gifted science classes. The sample consisted of 100 subjects who were formerly enrolled in sixth grade gifted science classes over two years at a large, multiethnic public middle school in Dade County. The predictors analyzed were I.Q. score (all scales combined), full scale I.Q. score, verbal scale I.Q. score, performance scale I.Q. score, combined Stanford Achievement Test (SAT) score (Reading Comprehension plus Math Applications), SAT Reading Comprehension score, and SAT Math Applications score. Combined SAT score and SAT Math Applications score were significantly positively correlated to performance in sixth grade gifted science. Performance scale I.Q. score was significantly negatively correlated to performance in sixth grade gifted science. The other predictors examined were not significantly correlated to performance. Group comparison results showed the mean average of nine weeks grades for the full scale I.Q. group was greater than the verbal and performance scale I.Q. groups. Females outperformed males to a highly significant level. Mean g.p.a. for ethnic groups was greatest for Asian students, followed by white non-Hispanic, Hispanic, and black. Students not receiving a lunch subsidy outperformed those receiving subsidies. Comparisons of performance based on gifted qualification plan showed the mean g.p.a. for traditional plan and Plan B groups were not different. Mean g.p.a. for students who qualified for gifted using automatic Math Applications criteria was highest, followed by automatic

  4. The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes toward Science

    ERIC Educational Resources Information Center

    Koksal, Ela Ayse; Berberoglu, Giray

    2014-01-01

    The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design…

  5. Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science

    ERIC Educational Resources Information Center

    Chen, Jason A.; Pajares, Frank

    2010-01-01

    We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N=508).…

  6. A Comparison of Concrete and Formal Science Instruction upon Science Achievement and Reasoning Ability of Sixth Grade Students.

    ERIC Educational Resources Information Center

    Saunders, Walter L.; Shepardson, Daniel

    This study examined the effect of formal and concrete instruction upon science achievement and intellectual development of sixth grade students. Formal instruction, which emphasized oral and written language, included lecture, discussion, oral quizzes, written assignments, reading assignments, films, film strips, written tests, and quizzes.…

  7. Eighth Grade Science Teachers Use of Instructional Time: Comparing Questions from the Third International Mathematics and Science Study (TIMSS) and National Science Foundation Questionnaires.

    ERIC Educational Resources Information Center

    Davidson, Anne Burgess

    Did the Third International Mathematics and Science Study (TIMSS) ask eighth grade science teachers the right questions about their use of instructional time? TIMSS asked teachers to recall a lesson that they had taught, and then group activities into 11 categories. This study examined the TIMSS question "How did the lesson proceed?" by…

  8. Science: Model Curriculum Guide, Kindergarten through Grade Eight.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    This guide was developed with the intention of helping teachers and school site administrators in California review the elementary science curriculum and compare it to an idealized model that is presented in the document. Part I of the guide provides a summary of a number of characteristics considered to be important to a strong elementary science…

  9. Ninth Grade Physics: A Necessity for High School Science Programs

    ERIC Educational Resources Information Center

    Wilt, John R.

    2005-01-01

    The traditional order in which science courses are taught in U.S. high schools is biology, chemistry, physics. The physics course usually is regarded as very difficult because it requires both high-level mathematical skills and high-level thinking skills; it is taught in the final year of high school to provide time for students to develop the…

  10. The Effect of Thinking Maps on Fifth Grade Science Achievement

    ERIC Educational Resources Information Center

    Hudson, Darlene

    2013-01-01

    Informational texts, such as those found in science education, have historically been reserved for secondary students. With the increased emphasis on elementary students' academic accountability, these high impact instructional strategies must also be utilized to support subject matter comprehension for younger students. This…

  11. An Introduction to Computer Science (Secondary Grades). Volume 2.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY.

    The second volume of a two-volume computer science curriculum guide, reflecting the technology of the 1980s, presents 66 lessons on advanced computer literacy topics for high school students. Topics include advanced programing concepts in BASIC, spreadsheet management, telecommunications, writing a computer-assisted-instruction program, computers…

  12. A Primary Grade (K-3) Earth Science Program

    ERIC Educational Resources Information Center

    Schwartz, Maurice L.; Slesnick, Irwin L.

    1973-01-01

    Describes the rationale and structure of a newly developed earth science program for elementary school children (K-3). The activities involve pre-operational and concrete operational stages, progressing from one to the other. Children show sustained interest and enthusiasm as they investigate landforms, the moon, fossils, and weather phenomena.…

  13. Utilizing Multi-Modal Literacies in Middle Grades Science

    ERIC Educational Resources Information Center

    Saurino, Dan; Ogletree, Tamra; Saurino, Penelope

    2010-01-01

    The nature of literacy is changing. Increased student use of computer-mediated, digital, and visual communication spans our understanding of adolescent multi-modal capabilities that reach beyond the traditional conventions of linear speech and written text in the science curriculum. Advancing technology opens doors to learning that involve…

  14. Creating a Science E-Book with Fifth Grade Students

    ERIC Educational Resources Information Center

    Encheff, Dana

    2013-01-01

    This article explains how one teacher used iBooks Author, a free digital textbook creation tool that makes iBooks for iPads, in an upper elementary classroom to improve students' expository writing skills and understanding of science content. The classroom teacher taught students pre-requisite writing and technology skills for two weeks, and…

  15. Pennsylvania's Energy Curriculum for the Secondary Grades: Earth Science.

    ERIC Educational Resources Information Center

    Pennsylvania State Dept. of Education, Harrisburg.

    Two dozen energy-related earth science lessons comprise this guide for secondary school teachers. Intended to provide information about energy issues that exist in Pennsylvania and throughout the world, the activities cover topics such as coal mining, radioactivity, and the distribution of oil and gas in Pennsylvania. Lessons include objectives,…

  16. The Effect of Thinking Maps on Fifth Grade Science Achievement

    NASA Astrophysics Data System (ADS)

    Hudson, Darlene

    Informational texts, such as those found in science education, have historically been reserved for secondary students. With the increased emphasis on elementary students' academic accountability, these high impact instructional strategies must also be utilized to support subject matter comprehension for younger students. This causal-comparative study, grounded in cognitive learning theory, sought to discover if 2 years of implementation and use of Thinking Maps, a visual tool program, had an effect on student achievement in elementary science as measured by Georgia's statewide assessment known as the Criterion-Referenced Competency Test (CRCT). Achievement data of 2 groups that received Thinking Maps instruction for 2 years was compared to 1 group that did not. An analysis of covariance was used to analyze the assessment data. The findings suggest that the students who did not use Thinking Maps performed significantly better than those who did use Thinking Maps, even though both groups showed positive mean score gains from 2010 to 2012 on the science portion of the CRCT. Limitations of the study, such as the lack of randomization and manipulation of the independent variable, suggest that further research is needed to fairly evaluate the program and its effectiveness. Also, the instructional setting and amount of time used for science instruction in the elementary classroom warrants additional investigation. Findings related to the implementation and use of graphic tools such as Thinking Maps will help school systems choose professional learning opportunities and effective instructional strategies to develop content literacy.

  17. Instructional strategy change and the attitude and achievement of seventh- and eighth-grade science students

    NASA Astrophysics Data System (ADS)

    Houtz, Lynne E.

    This sequential methodologic elaboration study investigated differences between the middle school and the junior high instructional strategies and the effects on adolescent attitude toward science in school and science achievement. Subjects of the quantitative phase were 570 seventh- and eighth-grade students in one school in an urban school district in the midwest United States during a transition year from junior high to middle school. Germann's Attitude toward Science in School Assessment and the school district's Benchmark Exams were employed to measure student pre- and posttest attitude and achievement. Variations within grade level, gender, race, general ability, and socioeconomic group were evaluated. Results of split plots revealed no significant differences in science attitude between the experimental middle school group and the junior high control group at this phase. However, there was significant improvement in attitude in both seventh-grade populations, but no change in attitude in either eighth-grade population. No significant differences in attitude were found between males and females, Caucasian students and students of color, or students of different ability or socioeconomic groups. Significant increases in science achievement were revealed in the seventh-grade junior high control group, the eighth-grade middle school, and the eighth-grade junior high, but not in the seventh-grade middle school. No significant differences in achievement were found between males and females. Caucasians scored significantly higher in achievement than students of color. Average and high ability students scored significantly higher pretest to posttest, but low ability students did not. High ability students scored significantly higher than both average and low ability groups. There was significant improvement in science achievement for students in the sufficient socioeconomic status group, but not in the low socioeconomic status group. These results were discussed with

  18. Preface to Special Topic: Selected Papers from the 5th International Conference on Optofluidics.

    PubMed

    Fan, Shih-Kang; Yang, Zhenchuan

    2016-01-01

    The 5th International Conference on Optofluidics (Optofluidics 2015) was held in Taipei, Taiwan, July 26-29, 2015. The aim of this conference was to provide a forum to promote scientific exchange and to foster closer networks and collaborative ties between leading international researchers in optics and micro/nanofluidics across various disciplines. The scope of Optofluidics 2015 was deliberately broad and interdisciplinary, encompassing the latest advances and the most innovative developments in micro/nanoscale science and technology. Topics ranged from fundamental research to its applications in chemistry, physics, biology, materials, and medicine. PMID:27076863

  19. Preface to Special Topic: Selected Papers from the 5th International Conference on Optofluidics

    PubMed Central

    Fan, Shih-Kang; Yang, Zhenchuan

    2016-01-01

    The 5th International Conference on Optofluidics (Optofluidics 2015) was held in Taipei, Taiwan, July 26–29, 2015. The aim of this conference was to provide a forum to promote scientific exchange and to foster closer networks and collaborative ties between leading international researchers in optics and micro/nanofluidics across various disciplines. The scope of Optofluidics 2015 was deliberately broad and interdisciplinary, encompassing the latest advances and the most innovative developments in micro/nanoscale science and technology. Topics ranged from fundamental research to its applications in chemistry, physics, biology, materials, and medicine. PMID:27076863

  20. Problem-based learning versus traditional science instruction: Achievement and interest in science of middle grades minority females

    NASA Astrophysics Data System (ADS)

    Mungin, Rochelle E.

    This quantitative study examined science interest and achievement of middle school minority females in both traditional science classes and Problem-based Learning (PBL) science classes. The purpose of this study was to determine if there is a significant difference between traditional teaching and the PBL teaching method. The researcher also looked for a significant relationship between interest in science and achievement in science. This study used survey data from parents of female middle school science students to measure student interest in science concepts. The population of interest for this study was 13--15 year old eighth grade females from various racial make-ups such as, African American, Hispanic, Bi-racial, Asian, and Other Pacific Islander. Student achievement data was retrieved from the 8th grade science fall common assessed benchmark exam of both test groups. The results of the survey along with the benchmark data was to shed light on the way adolescent females learn and come to embrace science. The findings may provide guidance for science educators seeking to reach their minority female students and guide their achievement levels higher than before. From the results of the t-test and Pearson correlation test of this study, it can be concluded that while this study did not show a significant difference in academic achievement or interest between the two teaching styles, it revealed that interest in science has a positive role to play in the academic success of minority girls in science. The practical implications for examining these issues are to further the research on solutions for closing the minority and gender achievement gaps. The results of this study have implications for researchers as well as practitioners in the field of education.

  1. Science and fourth grade students: An analysis of California's fourth National Assessment of Educational Progress (NAEP)

    NASA Astrophysics Data System (ADS)

    Bowman, Cecelia Francisco

    The purpose of this study was to examine science assessment data as generated by the 2005 National Assessment of Educational Progress (NAEP), and through the analysis of four research variables: teaching practices, teacher background characteristics, school conditions, and student characteristics, determine their relationship to science achievement of fourth grade students (Cavanagh, 2006) in the state of California. All children are born ready and willing to learn but as they progress to and through the primary grades, many lose their natural curiosity and enthusiasm for learning (Carnegie Corporation of New York, 1994). By the fourth grade, the performance of most children in the United States (U.S. Department of Education, 2004b) is below what it should be for the nation and is below the achievement levels of children in competing countries (Carnegie Corporation of New York). We must trust children to learn if given the chance (Bush, 2008). The analysis of these research variables found that there are relationships between teaching practices, teacher background characteristics, school conditions, student characteristics and science achievement of fourth grade students in the state of California. Revelation of these relationships provide a deeper understanding of the science achievement gap between privileged and underprivileged school children. The utilization of these findings in the classroom will lead to increasing science achievement in all student groups and notably help to decrease the achievement gap between privileged and underprivileged students. Policy changes are suggested at the district, regional, and national levels to close the international achievement gap.

  2. The development of a science process assessment for fourth-grade students

    NASA Astrophysics Data System (ADS)

    Smith, Kathleen A.; Welliver, Paul W.

    In this study, a multiple-choice test entitled the Science Process Assessment was developed to measure the science process skills of students in grade four. Based on the Recommended Science Competency Continuum for Grades K to 6 for Pennsylvania Schools, this instrument measured the skills of (1) observing, (2) classifying, (3) inferring, (4) predicting, (5) measuring, (6) communicating, (7) using space/time relations, (8) defining operationally, (9) formulating hypotheses, (10) experimenting, (11) recognizing variables, (12) interpreting data, and (13) formulating models. To prepare the instrument, classroom teachers and science educators were invited to participate in two science education workshops designed to develop an item bank of test questions applicable to measuring process skill learning. Participants formed writing teams and generated 65 test items representing the 13 process skills. After a comprehensive group critique of each item, 61 items were identified for inclusion into the Science Process Assessment item bank. To establish content validity, the item bank was submitted to a select panel of science educators for the purpose of judging item acceptability. This analysis yielded 55 acceptable test items and produced the Science Process Assessment, Pilot 1. Pilot 1 was administered to 184 fourth-grade students. Students were given a copy of the test booklet; teachers read each test aloud to the students. Upon completion of this first administration, data from the item analysis yielded a reliability coefficient of 0.73. Subsequently, 40 test items were identified for the Science Process Assessment, Pilot 2. Using the test-retest method, the Science Process Assessment, Pilot 2 (Test 1 and Test 2) was administered to 113 fourth-grade students. Reliability coefficients of 0.80 and 0.82, respectively, were ascertained. The correlation between Test 1 and Test 2 was 0.77. The results of this study indicate that (1) the Science Process Assessment, Pilot 2, is

  3. 5th Bionanotox and Applications International Research Conference, Peabody, Little Rock, Arkansas, USA

    NASA Astrophysics Data System (ADS)

    Sabb, Taneicie; Chowdhury, Parimal

    2011-06-01

    "BioNanoTox and Toxicity: using Technology to Advance Discovery" was this year's theme at the 5th BioNanoTox and Applications International Research Conference held at the Peabody Hotel, Little Rock, Arkansas on November 4-5th, 2010. This year, the international participation in this conference increased to 25 countries spanning the globe. The conference began with opening remarks by Paul Howard, Associate Director of the National Center for Toxicological Research, Food and Drug Administration, Jefferson, Arkansas, United States. Two keynote speakers, Dr. Ananth V. Annapragada and Dr. Merle G. Paule presented lectures on "Toxicity of Novel Nanoparticles for CT imaging" and "The Biology of Neurotoxicity: using Technology to Advance Discovery", respectively. Teachers, students, faculty, and scientists presented oral and poster presentations on fundamental and translational research related to BioNanoTox and related fields of science. Six presentation sessions were held over the two-day conference. There were 31 presentations and 39 posters from disciplines ranging from biology to chemistry, toxicology, nanotechnology, computational sciences, mathematics, engineering, plant science, and biotechnology. Poster presentation awards were presented to three high school students, three high school teachers, and three college students. In addition to poster awards a memorial, travel, and BioNanoTox award were presented. This year's meeting paved the way for a more outstanding meeting for the future.

  4. Do Science and Technology Teachers and Pre-Service Primary Teachers Have Different Thoughts about Concept Maps in Science and Technology Lessons?

    ERIC Educational Resources Information Center

    Karakuyu, Yunus

    2011-01-01

    The purpose of this study is to determine the thoughts of primary science and technology teachers, primary class teachers, pre-service primary class teachers and pre-service primary science and technology teachers' about concept maps. This scale applied the use of basic and random method on the chosen 125 4th and 5th grade primary class teachers…

  5. Comparing instructional methodologies in sixth-grade science: Traditional textbook, integrated science, and integrated science with technology enhancement

    NASA Astrophysics Data System (ADS)

    Hocutt, Martha M.

    2003-10-01

    The purpose of this study was to examine three different methodologies used to present content to sixth-grade science students and determine which methodology benefited students most with regard to the acquisition of content knowledge and attitude toward science. The three methodologies examined were The University of Alabama's Center for Communication and Educational Technology's Integrated Science program, CCET's Integrated Science program enhanced with PowerPoint RTM technology, and traditional textbook methodology. Data were collected through the administration of a pretest prior to instruction and a posttest after 10 days of instruction. Data were also collected through researcher observations, nine additional assessments, and the completion of observation checklists by the classroom teacher. Data were collected for examining attitudes toward science through the administration of a survey both prior to and after instruction. Methodology was not found to affect student scores with regard to race, gender, or achievement level. Student achievement was not found to be affected by the method in which content was delivered, but by instructionally sound pedagogy used by an effective teacher. Using technology to present content information may not result in higher test scores when compared to traditional methodologies. However, multimedia may have a powerful impact on learning, but perhaps not in ways that are traditionally measured. Anecdotal evidence from researcher observations indicated that students were more motivated when instructed through methodologies that used technology. Further research should be conducted in exploring benefits students gain from being exposed to technology. In addition, further research needs to be conducted on different ways technology can be used with good pedagogy to improve student achievement. Teachers must accept that technology in the classroom is here to stay, and they cannot deny its use. The use of technology by teachers is a

  6. Guided-Inquiry Lessons Raise Scores on the Sixth Grade Georgia Science Test

    NASA Astrophysics Data System (ADS)

    Page, Purlie M.

    At the local level, G Middle School has the highest district-wide percentage of 6th grade science students who are not meeting standards. It is imperative that G middle school take corrective action to reduce the number of students failing to meet state science standards. Dewey's theory of conceptual framework, which involves knowledge constructed on a person's personal experience and mind activity through active forms of learning, guided this study. The goal of the study was to determine whether inquiry-based science modules produce greater 6th grade science achievement, as measured by an equivalent instrument of the science section of the Georgia Criterion-Referenced Competency Test, when compared to traditional instruction among eastern Georgia 6th graders. The sample consisted of 230 students in the nonintervention group and 119 students in the intervention group. All students were from intact classes. At the end of the intervention, an independent t test was conducted to analyze the scores. According to the study t test, (t = 12.33, df = 304.56, p < 0.05), the difference between the means was statistically significant. This project's potential impact on social change includes increasing student motivation towards, comprehension of, and interest in science concepts. At the local level, these inquiry lessons can be shared with science teachers across grade levels and within the district to improve county-wide science scores. An increase in student interest and comprehension of science concepts could ultimately lead to the United States producing more students in the fields of science, technology, engineering, and mathematics (STEM) education.

  7. Iowa Developed Energy Activity Sampler (IDEAS), Grades 7-12: Science.

    ERIC Educational Resources Information Center

    Simonis, Doris G.

    Presented is the Science component of the Iowa Developed Energy Activity Sampler (IDEAS), a multidisciplinary energy education program designed for infusion into the curriculum of grades 7-12. Also contained in the program are activity sets for Home Economics (SE 034 678), Industrial Arts (SE 034 679), Language Arts (SE 034 680), Mathematics (SE…

  8. The Reinforcement of First Grade Science Concepts with the Use of Motor Learning Activities.

    ERIC Educational Resources Information Center

    Prager, Iris J.

    In order to test the theory that selected first-grade science concepts could be successfully reinforced with the use of motor activities, 52 first-graders were exposed to certain experimental procedures. Two separate classes of 25 students (group A) and 27 students (group B) underwent a pretest. Both classes were then taught through traditional…

  9. Science: Grade 8. Curriculum Bulletin 1967-68 Series No. 20. [Revised].

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    This document was developed to provide eighth-grade teachers in New York City with a sequence of instructional activities in science. The major portion of the guide is divided into four instructional units. The first unit, "Chemistry," includes lessons and activities on liquid solutions, suspensions and emulsions, acids, bases, neutralization, and…

  10. Instructional Communication Predictors of Ninth-Grade Students' Affective Learning in Math and Science

    ERIC Educational Resources Information Center

    Mottet, Timothy P.; Garza, Ruben; Beebe, Steven A.; Houser, Marian L.; Jurrells, Summer; Furler, Lisa

    2008-01-01

    The purpose of this study was to examine how students' perceptions of their teachers' instructional communication behaviors were related to their affective learning in math and science. A survey was used to collect perceptions from 497 ninth-grade students. The following conclusions were yielded from the data: (1) students' perceptions of their…

  11. Teach with Energy! FUNdamental Energy, Electricity, and Science Lessons for Grades K-3.

    ERIC Educational Resources Information Center

    National Energy Foundation, Salt Lake City, UT.

    This book is an energy, electricity, and science resource guide for teachers of grades K-3. The types of energy covered are: coal, oil, natural gas, nuclear energy, renewable energy sources, electricity and food. Thirty-one interdisciplinary energy lessons are the heart of the book. Each lesson is teacher tested and can be incorporated into the…

  12. Teach with Energy! FUNdamental Energy, Electricity, and Science Lessons for Grades 4-6.

    ERIC Educational Resources Information Center

    National Energy Foundation, Salt Lake City, UT.

    This book is an energy, electricity, and science resource guide for teachers of grades K-3. The types of energy covered are: coal, oil, natural gas, nuclear energy, renewable energy sources, electricity and food. Thirty-one interdisciplinary energy lessons are the heart of the book. Each lesson is teacher tested and can be incorporated into the…

  13. The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

    ERIC Educational Resources Information Center

    Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

    2015-01-01

    Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning…

  14. [East Syracuse-Minoa Schools Environmental Education Materials, Middle School Package, Grade 7--Science.

    ERIC Educational Resources Information Center

    East Syracuse - Minoa Central Schools, East Syracuse, NY.

    These five environmental education science units are designed for use in the seventh grade. Skills such as note taking, organizing information, critical thinking, analysis of data, and scientific skills, and the correlation between skills and content area are emphasized throughout the units to develop in the student a greater understanding of his…

  15. A Networked Learning Model for Construction of Personal Learning Environments in Seventh Grade Life Science

    ERIC Educational Resources Information Center

    Drexler, Wendy

    2010-01-01

    The purpose of this design-based research case study was to apply a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. API widgets were…

  16. Acid Precipitation Learning Materials: Science, Environmental and Social Studies, Grades 6-12.

    ERIC Educational Resources Information Center

    Hessler, Edward W.

    The major environmental problem of acid precipition is addressed through a series of activities contained in this guide for teachers of grades 6 through 12. Exercises are provided to help students learn science inquiry skills, facts, and concepts while focusing on the acid rain situation. Activities are organized by content areas. These include:…

  17. An Analysis of Science Textbooks for Grade 6: The Electric Circuit Lesson

    ERIC Educational Resources Information Center

    Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

    2013-01-01

    Textbooks are a major tool in the teaching and learning process. This paper presents the results of an analysis of the Finnish and Thai 6th grade science textbooks: electric circuit lesson. Textual and pictorial information from the textbooks were analyzed under four main categories: 1) introduction of the concepts, 2) type of knowledge, 3)…

  18. The Effects of Relaxation and Visualization on Information Retention in Fifth Grade Science Students.

    ERIC Educational Resources Information Center

    Cabot, Kathy L.

    This paper examines the effectiveness and feasibility of introducing relaxation and visualization techniques as study skills. Fifth grade science students from Charlottesville, Virginia (N=43) received six 20-minute classes using relaxation to study information on famous scientists. Results of this study indicate that relaxation and visualization…

  19. Analyzing Stories Told by an Elementary Science Teacher in a Fifth-Grade Classroom

    ERIC Educational Resources Information Center

    Trotman, Alicia M.

    2012-01-01

    The purpose of this qualitative study was to analyze and interpret the stories told by one teacher, Ms. M, in a fifth grade science classroom. In this study, stories are defined as teacher utterances that are used in first person or third person narrative view, and are related to an experience that occurred outside the classroom. This research…

  20. Energy Systems - Present, Future: Extra Terrestrials, Grades 7, 8, 9,/Science.

    ERIC Educational Resources Information Center

    National Science Teachers Association, Washington, DC.

    The 12 lessons presented in this guide are structured so that they may be integrated into science lessons in 7th-, 8th-, or 9th-grades. Suggestions are made for extension of study. Lessons are approached through classroom role-playing of outer space visitors who seek to understand energy conversion principles used on Earth. Major emphasis is…

  1. ENERGY, A SCIENCE UNIT FOR THE UPPER ELEMENTARY GRADES, STUDENT MANUAL.

    ERIC Educational Resources Information Center

    DAVIS, JOSEPH; AND OTHERS

    PREPARED UNDER THE SPONSORSHIP OF THE SCIENCE CURRICULUM IMPROVEMENT STUDY, THIS TRIAL EDITION OF A STUDENT MANUAL FOR A UNIT ON ENERGY IS INTENDED FOR USE AT THE FIFTH AND SIXTH GRADE LEVELS. IT IS DESIGNED ESSENTIALLY AROUND PUPIL-CENTERED ACTIVITIES WHICH REQUIRE BOTH QUANTITATIVE AND QUALITATIVE OBSERVATIONS. THE ACTIVITIES IN PART I INVOLVE…

  2. ENERGY, A SCIENCE UNIT FOR THE UPPER ELEMENTARY GRADES, TEACHER'S GUIDE.

    ERIC Educational Resources Information Center

    DAVIS, JOSEPH; AND OTHERS

    PREPARED UNDER THE SPONSORSHIP OF THE SCIENCE CURRICULUM IMPROVEMENT STUDY, THIS TRIAL EDITION OF A TEACHER'S GUIDE FOR A UNIT ON ENERGY IS INTENDED FOR USE AT THE FIFTH AND SIXTH GRADE LEVELS. THE UNIT IS DESIGNED ESSENTIALLY AROUND PUPIL-CENTERED ACTIVITIES WHICH REQUIRE BOTH QUANTITATIVE AND QUALITATIVE OBSERVATIONS. THE ACTIVITIES IN PART I OF…

  3. An Alternative Path to Becoming a Successful Middle Grades Math and Science Teacher

    ERIC Educational Resources Information Center

    Jeanpierre, Bobby; Lewis, Nancy

    2007-01-01

    In 2003, the University of Central Florida began a Transition to Mathematics and Science Teaching (T-MAST) program, a one-year, fast-track program that prepares and certifies bachelor's degree holders who will work as teachers in a job-sharing paid internship, while completing a Master of Arts degree in middle grades (5-9) mathematics education or…

  4. Evaluation of GALAXY Classroom Science for Grades 3-5. Final Report. Executive Summary.

    ERIC Educational Resources Information Center

    Guth, Gloria J. A.; Austin, Susan; DeLong, Bo; Pasta, David J.; Block, Clifford

    The GALAXY Classroom is a package of integrated curricular and instructional approaches, supported by the first U.S. interactive satellite communications network designed to facilitate the introduction of innovative curricula to improve student learning in elementary schools. GALAXY Classroom Science for grades 3-5 features the organization of…

  5. Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement

    ERIC Educational Resources Information Center

    Winn, Pam; Erwin, Susan; Becker, Melissa; White, Misty

    2013-01-01

    Results of a collaborative, quasi-experimental, research and development project partnering university professors with a seventh grade science teacher are reported. The study proposed to test the academic effectiveness of innovative digitally-inspired instruction using commonly available digital tools on 33 North Texas public school students…

  6. Parent Engagement in Science with Ninth Graders and with Students in Higher Grades

    ERIC Educational Resources Information Center

    Shumow, Lee; Schmidt, Jennifer A.

    2014-01-01

    By high school, parent engagement is likely to differ not only by grade, but by subject. This study surveyed students enrolled in high school science classes and found that parents of freshmen (9th graders) are more involved at home, less involved at school, and equally involved in educational planning compared to parents of high school students…

  7. Biological Science Grade 7. An Instructional Course Outline. Publication No. SC-862.

    ERIC Educational Resources Information Center

    Los Angeles Unified School District, CA. Office of Secondary Instruction.

    Biological Science Grade 7, a one semester course in the Los Angeles Unified School District, provides students with opportunities for a comprehensive study of living organisms using an investigative approach. This course outline is designed to assist teachers in planning and implementing daily and weekly lessons and in meeting course objectives.…

  8. Testing the Theory of Successful Intelligence in Teaching Grade 4 Language Arts, Mathematics, and Science

    ERIC Educational Resources Information Center

    Sternberg, Robert J.; Jarvin, Linda; Birney, Damian P.; Naples, Adam; Stemler, Steven E.; Newman, Tina; Otterbach, Renate; Parish, Carolyn; Randi, Judy; Grigorenko, Elena L.

    2014-01-01

    This study addressed whether prior successes with educational interventions grounded in the theory of successful intelligence could be replicated on a larger scale as the primary basis for instruction in language arts, mathematics, and science. A total of 7,702 4th-grade students in the United States, drawn from 223 elementary school classrooms in…

  9. Seeking More Effective Outcomes from Science Laboratory Experiences (Grades 7-14): Six Companion Studies.

    ERIC Educational Resources Information Center

    Sutman, Frank X.; And Others

    The series of three sets of companion studies reported in this presentation addresses the need for seeking more effective outcomes from science laboratory experiences, which is indicated by conflicting outcomes of earlier reported research related to laboratory instruction at two different academic levels--grades 7-12 and beginning college. Four…

  10. SCDC Spanish Curricula Units. Social Science Strand, Unit 8, Grade 3, Supplement & Ditto Packet.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Designed for use with the teacher's guide to unit eight of the social science strand developed for grade three, these support materials for Spanish-speaking children include instructional aids for classroom use and worksheets for students which may be reproduced for individual seatwork. Worksheets are to be used under supervision rather than as…

  11. When Genres Meet: Inquiry into a Sixth-Grade Urban Science Class.

    ERIC Educational Resources Information Center

    Varelas, Maria; Becker, Joe; Luster, Barbara; Wenzel, Stacy

    2002-01-01

    Explores oral and written works (plays and rap songs) of students in a sixth grade, all African American, urban science class to reveal ways in which affective and social aspects are intertwined with student cognition. Interprets student work in terms of the meeting of various genres brought by students and teachers into the classroom. (Contains…

  12. Samples of Students' Responses from the Grade 9 Science Performance-Based Assessment Tasks, June 1993.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Student Evaluation Branch.

    The purpose of this document is to provide teachers, administrators, students, and parents with samples of students' performances that exemplify standards in relation to the 1993 Grade 9 Science Performance-Based Assessment Tasks for the province of Alberta, Canada. A sample of 698 randomly selected students from 31 schools did the…

  13. Map Resource Packet: Course Models for the History-Social Science Framework, Grade Seven.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    This packet of maps is an auxiliary resource to the "World History and Geography: Medieval and Early Modern Times. Course Models for the History-Social Science Framework, Grade Seven." The set includes: outline, precipitation, and elevation maps; maps for locating key places; landform maps; and historical maps. The list of maps are grouped under…

  14. School Science Capacity: A Study of Four Urban Catholic Grade Schools

    ERIC Educational Resources Information Center

    Smetana, Lara K.; Coleman, Elizabeth R.

    2015-01-01

    Working from the view of schools as a system, and of school improvement as an ongoing journey (Hallinger & Heck, 2011; Jackson, 2000), this study investigated the perspectives of teacher leaders and principals from four metropolitan Catholic grade schools engaged in efforts to improve their school science programs. Built upon existing…

  15. Missouri Assessment Program (MAP), Spring 2000: Intermediate Science, Released Items, Grade 7.

    ERIC Educational Resources Information Center

    Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

    This assessment sample provides information on the Missouri Assessment Program (MAP) for grade 7 science. The sample consists of seven items taken from the test booklet and scoring guides for the seven items. The items assess heat, minerals, graphing, and plant growth. (MM)

  16. SCDC Spanish Curricula Units. Social Science Strand, Unit 3, Grade One, Supplement & Ditto Packet.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    The revised supplementary teaching materials and the ditto packet are to be used with the third unit of the bilingual social science program developed for grade one. Designed to help the teacher carry out learning activities, the instructional aids center around the theme of the child and the school, broadening concepts of the classroom and family…

  17. SCDC Spanish Curricula Units. Social Science Strand, Unit 2, Grade One, Supplement & Ditto Packet.

    ERIC Educational Resources Information Center

    Rodriguez, Gladys G.; And Others

    To be used with the second unit of the bilingual social science program developed for grade one, these revised supplementary teaching materials and the ditto packet are designed to help the teacher carry out learning activities which center on the concept of the child and his family. A timetable for when these materials are to be used is given in…

  18. SCDC Spanish Curricula Units. Social Science Strand, Unit 9, Grade 3, Supplement & Ditto Packet.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Designed for use with unit nine of the grade three social science strand, this supplement and ditto packet contains visual aids to help the teacher carry out the activities described in the teacher's guide to this strand. Seatwork for individual students as well as material for group activities is included. Language on materials to be used in the…

  19. SCDC Spanish Curricula Units. Social Science, Unit 10, Grade 3, Supplement & Ditto Packet.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Supplementary materials for unit 10 of the bilingual social science strand developed for grade three are designed to help the teacher carry out learning and assessment activities which focus on communities around the world. A timetable for when these materials are to be used is found in the teacher's guide for unit kits 37-40. Illustrations are to…

  20. Grade Expectations for Vermont's Framework of Standards and Learning Opportunities, (Summer 2004) Science

    ERIC Educational Resources Information Center

    Vermont Department of Education, 2004

    2004-01-01

    Educators from around the state, with the help of The Vermont Institutes, developed Science Grade Expectations as a means to identify the content knowledge and skills expected of all students for local assessment required under Act 68. This work was accomplished using the "Vermont's Framework of Standards and Learning Opportunities," Vermont…

  1. Seventh Grade Students' Perceptions of Using Concept Cartoons in Science and Technology Course

    ERIC Educational Resources Information Center

    Ören, Fatma Sasmaz; Meriç, Gülçin

    2014-01-01

    The aim of this study is to determine the efficiency of use of concept cartoons in elementary school 7th grade students Science and Technology course according to students' perceptions. In terms of this aim, the unit of "Force and Motion" has been taught by concept cartoons and at the end of this period, semi-structured interviews were…

  2. Opinions of 7th Grade Students about Enriched Educational Practices in the Scope of Science Course

    ERIC Educational Resources Information Center

    Idin, Sahin; Aydogdu, Cemil

    2016-01-01

    The purpose of this research was to determine the opinions of the students about 7th grade science courses carried out with enriched educational practices. The research was conducted throughout fall semester of 2014-2015 academic year in the scope of Systems within our Body Unit (SBU), Force and Motion Unit (FMU), and Electric within our Lives…

  3. Seventh Grade Students' Perceptions of Using Concept Cartoons in Science and Technology Course

    ERIC Educational Resources Information Center

    Sasmaz Ören, Fatma; Meriç, Gülçin

    2014-01-01

    The aim of this study is to determine the efficiency of use of concept cartoons in elementary school 7th grade students Science and Technology course according to students' perceptions. In terms of this aim, the unit of "Force and Motion" has been taught by concept cartoons and at the end of this period, semi-structured interviews…

  4. Concept Mapping in Science Class: A Case Study of Fifth Grade Students

    ERIC Educational Resources Information Center

    Asan, Askin

    2007-01-01

    The purpose of this research project was to determine the effects of incorporating concept mapping on the achievement of fifth grade students in science class. The study was conducted with twenty-three students at Ata Elementary School, Trabzon, Turkey. The students were tested with teacher-constructed pre- and post tests containing 20…

  5. Instructional Television: Inquiry Method of Instruction in Fifth- and Sixth-Grade Science.

    ERIC Educational Resources Information Center

    Beets, Mary Mitchell

    The primary purpose of this study was to evaluate television as an instructional medium for teaching creative thinking to fifth and sixth grade students by use of the "inquiry" method of instruction in the area of science. A secondary purpose was to determine the effect of student involvement in the live telecasts on their performance on a test…

  6. An Analysis of Global Problems Issues in Sixth and Seventh Grade Science Textbooks.

    ERIC Educational Resources Information Center

    Hamm, Mary; Adams, Dennis

    The study examines the extent to which the global issues of population growth, world hunger, air quality and atmosphere, and water resources were treated in sixth and seventh grade science textbooks. Ten textbooks were examined by five raters to determine the amount of content presented by different textbooks on global issues, the number of pages…

  7. Effects of Grade Retention on Achievement and Self-Concept in Science and Mathematics

    ERIC Educational Resources Information Center

    Ehmke, Timo; Drechsel, Barbara; Carstensen, Claus H.

    2010-01-01

    The study analyzes the effects of grade repetition on science and mathematics achievement and on self-concept in mathematics using longitudinal data from a representative sample of 9th graders in Germany. Same-age comparisons were applied between three groups: (a) the retained students, (b) a matched group of promoted students, and (c) the entire…

  8. Test Accommodations and Equating Invariance on a Fifth-Grade Science Exam

    ERIC Educational Resources Information Center

    Huggins, Anne Corinne; Elbaum, Batya

    2013-01-01

    The purpose of this study is to utilize Score Equity Assessment (SEA) to examine measurement comparability and equity in reported scores on a statewide fifth-grade science assessment with respect to groups of students defined by disability status, English Language Learner status and use of test accommodations. Benefits of SEA include a focus on…

  9. Cycles for Science: Biology Curriculum Supplement for Grades 9-12. A Steel Cycles Program.

    ERIC Educational Resources Information Center

    Rogers, Diana; Laymon, Carol

    This document contains project-oriented lessons and hands-on activities developed to integrate steel recycling, natural resource conservation, and solid waster management into science learning. It is designed to assist secondary teachers and students (grades 9-12) in meeting state and local goals for learning in biology, chemistry, general science…

  10. Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students

    ERIC Educational Resources Information Center

    Huerta, Margarita; Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.

    2014-01-01

    We present the development and validation of a science notebook rubric intended to measure the academic language and conceptual understanding of non-mainstream students, specifically fifth-grade male and female economically disadvantaged Hispanic English language learner (ELL) and African-American or Hispanic native English-speaking students. The…

  11. Learning Effects of a Science Textbook Designed with Adapted Cognitive Process Principles on Grade 5 Students

    ERIC Educational Resources Information Center

    Cheng, Ming-Chang; Chou, Pei-I; Wang, Ya-Ting; Lin, Chih-Ho

    2015-01-01

    This study investigates how the illustrations in a science textbook, with their design modified according to cognitive process principles, affected students' learning performance. The quasi-experimental design recruited two Grade 5 groups (N?=?58) as the research participants. The treatment group (n?=?30) used the modified version of the textbook,…

  12. Correlation of Social Science Students' Grade Outcome with Reading and Writing Scores.

    ERIC Educational Resources Information Center

    Parrott, Marietta

    A study was conducted at College of the Sequoias (COS) to examine the entry-level reading and writing skills of students and their grade outcomes in the social science courses for which they were enrolled. The study sought to identify any predictors of students' eventual success/non-success in class. The study focused on the placement test scores…

  13. Relations among Grade 4 Students' Perceptions of Autonomy, Engagement in Science, and Reading Motivation

    ERIC Educational Resources Information Center

    Taboada Barber, Ana; Buehl, Michelle M.

    2013-01-01

    The authors extend previous work on students' perceptions of teachers' autonomy-enhancing and autonomy-suppressing behaviors in relation to students' engagement to a more situated context (i.e., two Grade 4 science instructional conditions instead of school in general) and a linguistically diverse population (i.e., Hispanic…

  14. 7th Grade Life Science Units Modified for ESOL Students--Middle School.

    ERIC Educational Resources Information Center

    Bernache, Carolyn; Jones, Jacqueline

    A set of supplemental materials for teaching grade 7 life sciences to beginning and intermediate students of English as a second language (ESL) includes an introductory section on teaching the ESL student and six instructional units. The introductory section discusses the special classroom needs and characteristics of the ESL student and provides…

  15. Language Arts & Science Sample Career Education Activities, Grades 7-12. Career Choices.

    ERIC Educational Resources Information Center

    Marion County Educational Service District, Salem, OR.

    Designed to infuse career education with language arts and science, these teacher-developed activities for grades 7-12 are based on one of seven teacher competencies identified by an Oregon task force (see CE 019 665 for the project description). The activities in this document are based on teacher competency number 7: assist students to reject…

  16. Agri-Business, Natural Resources, Marine Science; Grade 7. Cluster V.

    ERIC Educational Resources Information Center

    Calhoun, Olivia H.

    A curriculum guide for grade 7, the document is devoted to the occupational clusters "Agri-business, Natural Resources, and Marine Science." It is divided into five units: natural resources, ecology, landscaping, conservation, oceanography. Each unit is introduced by a statement of the topic, the unit's purpose, main ideas, quests, and a list of…

  17. SCDC Spanish Curricula Units. Science/Math, Unit 10, Grade 3, Teacher's Guide.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Unit 10 of a Spanish science/math curriculum for grade three, composed of kits 37-40, has as its theme "communities around the world". The unit's teacher's guide contains both learning and assessment activities, with the focus, objective, and materials needed for each activity listed. Specific attention is placed on four spiraling questions…

  18. Using Reading Grade Level to Assess Readability of Selected Plant and Soil Science Textbooks.

    ERIC Educational Resources Information Center

    Graveel, John G.; Fribourg, Henry A.

    1987-01-01

    Reported is a study designed to determine whether reading grade level (RGL) assessment techniques used for elementary and secondary education textbooks would discriminate among plant and soil science textbooks. The study was to select the RGL indices suited to quantify the readability of these sources, and to identify the factors affecting…

  19. POSITION AND MOTION, A SCIENCE UNIT FOR THE UPPER ELEMENTARY GRADES, STUDENT MANUAL.

    ERIC Educational Resources Information Center

    BERGER, CARL; MONTGOMERY, MARSHALL

    THIS MANUAL IS DESIGNED FOR STUDENTS IN UPPER ELEMENTARY GRADES STUDYING THE SCIENCE CURRICULUM IMPROVEMENT STUDY (SCIS) UNIT "POSITION AND MOTION". THE OVERALL STRUCTURE OF THE UNIT FOLLOWS A CYCLE OF PRELIMINARY EXPLORATION, INVENTION OF SPECIFIC CONCEPTS RELATED TO REFERENCE FRAMES, AND DISCOVERY OF THE USEFULNESS OF THE CONCEPT. PARTICULAR…

  20. Influence of the Simulation Method on 7th Grade Students' Achievements in Science and Technology Lessons

    ERIC Educational Resources Information Center

    Teke, Huseyin; Dogan, Bekir; Duran, Ahmet

    2015-01-01

    This study aimed to make a comparative analysis of seventh-grade (the second level of the primary education) students' achievement in "Systems of The Human Body" unit in Science and Technology lesson which was taught using both the simulation method and the traditional method along with the influence of these methods on students'…

  1. BEST: Bilingual environmental science training: Grades 1--2

    SciTech Connect

    1996-03-01

    This booklet is one of a series of bilingual guides to environmental-science learning activities for students to do at home. Lesson objectives, materials required, procedure, vocabulary, and subjects integrated into the lesson are described in English for each lesson. A bilingual glossary, alphabetized by English entries, with Spanish equivalents and definitions in both English and Spanish, follows the lesson descriptions, and is itself followed by a bibliography of English-language references. This booklet includes descriptions of ten lessons covering surface tension in water, the life cycle of plants, the protective function of the skeletal system, functions and behavior of the circulatory system and how to measure its activities, structure and functions of the digestive system, simple food chains, how that many foods come from different plant parts, importance of a good diet, distinguishing living and non-living things, and the benefits of composting. 8 figs.

  2. Story Telling: Research and Action to Improve 6th Grade Students' Views about Certain Aspects of Nature of Science

    ERIC Educational Resources Information Center

    Kahraman, Feray; Karatas, Faik Özgür

    2015-01-01

    This study is a four-week section of ongoing attempts that aim to improve 6th grade students' understandings of the nature of science. The study was carried out in a sixth grade science and technology class at a rural middle school with 15 students on the basis of action research methodology. During the study, four different stories based on the…

  3. Blueprints for the 2003 California History-Social Science Standards Tests for Grades 8, 10, and 11.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    Beginning in 2003, there will be no standardized or norm-referenced test in history-social science for California students. That test is being replaced by assessments at grades 8, 10, and 11 based on California History-Social Science (H-SS) Content Standards. The H-SS standards tests at grades 10 and 11 count for 20% of the Academic Performance…

  4. The Relationship Between the Retention Level of Orally and Visually Presented Science Material to Selected Fifth Grade Students.

    ERIC Educational Resources Information Center

    Friedman, Robert M.

    Two groups of fifth-grade pupils were equated on reading ability, I.Q., science ability, hearing, and eyesight. The groups selected were well above average in I.Q. and reading ability. Four selections, each of 400 to 500 words, from standard fifth-grade elementary science texts were presented by allowing students to read them or by reading them to…

  5. An exploration of fifth-grade students' epistemological beliefs in science and an investigation of their relation to science learning

    NASA Astrophysics Data System (ADS)

    Elder, Anastasia Danos

    Elementary students' beliefs about the nature of knowledge---epistemological beliefs---are an emerging concern for science education and research. Composed of a critique of research literature and two studies, this dissertation investigated the epistemological beliefs of fifth-grade students who participated in inquiry-based, hands-on science program. The goals were to characterize their beliefs about the nature of knowledge in science and to investigate the relation between these beliefs and their learning of scientific process skills. In the first study, fifth-grade students (N = 211) were surveyed about their beliefs regarding the (1) purpose of science, (2) sources of scientific knowledge, (3) roles of evidence and experiments, (4) changing nature of knowledge in science, and (5) coherence of a scientific knowledge base. Descriptive statistics and analysis of variance (ANOVA) were conducted to assess the interrelations among various epistemological belief constructs. Fifth-graders' epistemological beliefs in science were found to reflect a mixture of naive and sophisticated understanding. Few differences in beliefs were found according to gender, ethnicity, and socio-economic status. Students' understanding of the purpose of science and the changing nature of science seemed to act as two important constructs in their beliefs. Furthermore, students' epistemological beliefs was characterized as an emerging system in which beliefs were related to each other in consistent ways. In the second study, fifth-grade students (N = 194) responded to questionnaire items about their epistemological beliefs in science and completed performance assessments testing their science process skills in two units---one which embedded learning of process skills with conceptual knowledge and another in which process skills were learned with minimal reference to conceptual knowledge. Based on correlational and ANOVA analyses, modest links were found between students' epistemological

  6. 5th Annual Global College of Neuroprotection and Neuroregeneration.

    PubMed

    Sharma, Hari Shanker

    2008-06-01

    The 5th Global College of Neuroprotection and Neuroregeneration (GCNN) was held in the historic charming capital city of Bucharest, Romania in JW Marriott Grand Hotel on 3-6 March, 2008. The meeting was a unique blend of basic researchers and clinicians across the Globe presenting their recent findings in neuroprotection and neuroregeneration in a beautiful exotic ambience. More than 300 students and researchers attended the congress and participated in deliberations. Over 60 representatives from various pharmaceutical industries from all over the world supported this event. This meeting was held for the first time as a joint venture with GCNN and the Society for study on Neuroproetction and Neuroplasticity (SSNN), and was a grand success both scientifically and socially. Thus, these joint meetings of the two societies (GCNN and SSNN) will continue in future in different European cities for the coming 5 years. PMID:18505353

  7. BEST: Bilingual environmental science training, Grades 3--4

    SciTech Connect

    1996-03-01

    This booklet is one of a series of bilingual guides to environmental-science learning activities for students to do at home. Lesson objectives, materials required, procedure, vocabulary, and subjects integrated into the lesson are described in English for each lesson. A bilingual glossary, alphabetized by English entries, with Spanish equivalents and definitions in both English and Spanish, follows the lesson descriptions, and is itself followed by a bibliography of English-language references with annotations in English. This booklet includes descriptions of ten lessons that cover the following topics: the identification of primary and secondary colors in the environment; recognizing the basic food tastes; the variety of colors that can be made by crushing plant parts; the variety of animal life present in common soil; animal tracks; evidence of plant and animal life in the local environment; recycling, reducing, and composting as alternative means of garbage disposal; waste associated with packaging; paper- recycling principles; and how organic waste can be composted into usable soil. 2 figs.

  8. BEST: Bilingual environmental science training: Grades 5--6

    SciTech Connect

    1996-03-01

    This booklet is one of a series of bilingual guides to environmental-science learning activities for students to do at home. Lesson objectives, materials required, procedure, vocabulary, and subjects integrated into the lesson are described in English. A bilingual glossary, alphabetized by English entries, with Spanish equivalents and definitions in both English and Spanish, follows the lesson descriptions, and is itself followed by a bibliography of English-language references. This booklet includes descriptions of ten lessons that cover the following topics: safe and unsafe conditions for chemical combinations; growth rates and environmental needs of plants; photosynthesis and effects of ozone-layer depletion; the circulatory system, the importance of exercise to the heart, and selected circulatory diseases; the nervous system; specific nutritional values of the different food groups; significance of including, reducing, or eliminating certain foods for a healthy diet; effects of some common chemicals on plant growth and animal life; plants` and animals` natural habitats; and dangers of non-biodegradable garbage.

  9. An instructional package integrating science and social studies instruction at the fifth-grade level

    NASA Astrophysics Data System (ADS)

    Hulley, Kathy Louise Sullivan

    Integrative education is being implemented by classroom teachers who want to immerse students in an environment rich in problem-solving skills, critical analysis skills, ethics, valuing of knowledge, and communication of learning. Several subject areas in the curriculum have been integrated, such as literature with social studies and mathematics with science. The focus of this dissertation is on the integration of science and social studies at the fifth grade level using the Mississippi State Department of Education Curriculum Guidelines and Objectives (MSDE, 1995) and the National Science Education Standards (National Research Council (NRC), 1996). An instructional package of lesson plans that teachers can use as ideas to create their own plans for an integrated curriculum of science and social studies was devised. The Mississippi State Department of Education Curriculum Guidelines and Objectives for Social Studies (MSDE, 1995) at the fifth grade level contain fifteen competencies. Three standards from the National Science Education Standards (NRC, 1996) were chosen. They include (a) science and technology, (b) science in personal and social perspectives, and (c) the history and nature of science. Each competency for social studies has three lesson plans written that integrate the three chosen standards from the National Science Education Standards. A total of forty-five lesson plans were written integrating science and social studies. Each lesson plan includes an objective, materials, procedures, and evaluation for teachers. Teachers are encouraged to use the lesson plans as a guide in creating their own lesson plans that would correspond to their school's particular curriculum guidelines. Consideration should be given to the learning levels and styles of their classroom. This qualitative study was done to create lesson plans that integrate science and social studies with the hope that teachers will expand upon them and implement them into their curricula.

  10. Integrating Literacy and Space Science: Three Proven Curricula for the Early Grades

    NASA Astrophysics Data System (ADS)

    Paglierani, R.; Feldman, S.

    2009-12-01

    Elementary educators typically have only limited opportunity to teach extensive science units. This is due in great part to the primary focus on literacy and mathematics instruction in the early grades. It is not surprising then, that the time and resources allocated to science teaching are significantly less than those allocated to language arts and mathematics. The integration of elementary science curriculum with language arts provides one means of addressing the challenge of keeping science education robust in the elementary classroom. For this important audience—young learners—we have developed three successful K-4 NASA curricula, Eye on the Sky, Reading, Writing and Rings! and The Solar System Through the Eyes of Scientists. Together they suggest a model for successful age-appropriate science instruction. All have been developed by NASA scientists and UC Berkeley educators in partnership with classroom teachers. Eye on the Sky focuses on Heliospheric science for young students, making the Sun-Earth connection accessible in the primary grades; Reading Writing and Rings! contains a suite of lessons exploring Saturn, Titan and NASA’s Cassini Mission and The Solar System Through the Eyes of Scientists provides an introduction to the eight planets, and the moons of the solar system. The activities have been assessed by independent educational evaluators and have been tested in classrooms and used extensively by teachers. We will highlight best practices for developing materials for the early grades and strategies for integrating science across the curriculum—in particular the integration of science with math, language arts and art. Examples of student work will be included. The benefits and challenges inherent in implementing an EP/O program in the elementary school setting will also be addressed.

  11. Using food as a tool to teach science to 3 grade students in Appalachian Ohio.

    PubMed

    Duffrin, Melani W; Hovland, Jana; Carraway-Stage, Virginia; McLeod, Sara; Duffrin, Christopher; Phillips, Sharon; Rivera, David; Saum, Diana; Johanson, George; Graham, Annette; Lee, Tammy; Bosse, Michael; Berryman, Darlene

    2010-04-01

    The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007-2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3(rd)-grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands-on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in four other classrooms served as the control group. Mainstream 3(rd)-grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4(th) grade. Teachers and students alike reported that the hands-on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. PMID:20975982

  12. Using food as a tool to teach science to 3rd grade students in Appalachian Ohio

    PubMed Central

    Duffrin, Melani W.; Hovland, Jana; Carraway-Stage, Virginia; McLeod, Sara; Duffrin, Christopher; Phillips, Sharon; Rivera, David; Saum, Diana; Johanson, George; Graham, Annette; Lee, Tammy; Bosse, Michael; Berryman, Darlene

    2010-01-01

    The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007–2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3rd-grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands-on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in four other classrooms served as the control group. Mainstream 3rd-grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4th grade. Teachers and students alike reported that the hands-on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. PMID:20975982

  13. A critical hermeneutic study: Third grade elementary African American students' views of the nature of science

    NASA Astrophysics Data System (ADS)

    Walls, Leon

    Nature of Science is one of the most fundamental aspects of understanding science. How different cultures, races and ethnicities see and interpret science differently is critical. However, the NOS views specific to African American teachers and learners have gone largely unresearched. The views of a purposeful sample of African American third grade children reported in this study contribute to efforts to make science equitable for all students. Conducted in two Midwest urban settings, within the students' regular classrooms, three instruments were employed: Views of Nature of Science Elementary (an interview protocol), Elementary Draw a Scientist Test (a drawing activity supplemented by an explicating narrative), and Identify a Scientist (a simple select-a-photo technique supported by Likert-measured sureness). The responses provided by twenty-three students were coded using qualitative content analysis. The findings are represented in three main categories: Science - is governed by experimentation, invention and discovery teach us about the natural world, school is not the only setting for learning science; Scientists - intelligent, happy, studious men and women playing multiple roles, with distinct physical traits working in laboratories; Students - capable users and producers of science and who view science as fun. This study advocates for: use of such instruments for constant monitoring of student views, using the knowledge of these views to construct inquiry based science lessons, and increased research about students of color.

  14. Hands-on, minds-on, turned on to science in grade six

    SciTech Connect

    Ondrus, E.M.; Suckow, E.; Christopherson, L.

    1994-12-31

    The question, {open_quotes}What are we going to do in science today?{close_quotes} gets asked every day in the sixth grade at Colfax Elementary School. the key is {open_quotes}do{close_quotes}. Three classroom teachers have made it their common goal to promote interest, curiosity, and love for science in the hope that students will reach for higher level science classes in secondary school. The poster shows students involved in experiments which integrate a variety of subject areas. These include finding mass, working with Cartesian divers, research crystals, making 3-D crystals, solving density problems, and learning about chromatography. Students work either individually or in cooperative learning groups of four to discover answers to their own questions and those posed by their teachers. They keep written records of all their science explorations and discoveries in their science journals. The writing reinforces the concepts discovered as well as the scientific process of recording observations and proposing explanations.

  15. An Evaluation of the Teaching Activities Implemented in the Elementary Science and Technology Courses in Terms of Multiple Intelligence Theory: A Sample from Adana

    ERIC Educational Resources Information Center

    Iflazoglu Saban, Ayten

    2011-01-01

    The aim of this study was to evaluate to what extent class activities at the Elementary Science and Technology course address intelligence areas. The research was both a quantitative and a qualitative study. The sample of the study consisted of 102 4th grade elementary teachers, 97 5th grade elementary teachers, and 55 6th, 7th, and 8th grade…

  16. PREFACE: 5th International Conference on Mechatronics (ICOM'13)

    NASA Astrophysics Data System (ADS)

    Akramin Shafie, Amir; Raisuddin Khan, Md

    2013-12-01

    The Fifth International Conference on Mechatronics (ICOM2013), took place in Kuala Lumpur Malaysia from 2-4 July 2013. The biannual conference which started in 2001 is regularly organized by Faculty of Engineering, International Islamic University Malaysia (IIUM) with the aims to serve as a platform for exchange of ideas on advances of in mechatronics and their applications as well as to foster research and worldwide collaboration. The theme for the 2013 conference was 'Mechatronics: Sustainable Development through Innovative Solutions'. The ICOM 2013 Conference consisted of Keynote Speeches (5) and oral contributions (150). The topics of the conference were: Mechatronic systems and Applications Intelligent Systems Control and Instrumentation Signal and Image Processing Machine Vision Robotics and Automation Manufacturing Mechatronics Green Mechatronics Mechatronic Education Smart Materials and Structures Active Vibration Control Computer and Information Technology MEMS and NEMS Biomechatronics and Rehabilitation Engineering Autonomous Systems Energy and Sustainability Transportation System It is our great pleasure to present this volume of IOP Conference Series: Materials Science and Engineering (MSE) to the scientific community to promote further research in these areas. We believe that this volume will be both an excellent source of scientific material in the fast evolving fields that were covered by ICOM 2013. We thank the authors for their enthusiastic and high-grade contributions. We would also like to express our gratitude to the Organizing Committee, the Institutions and Sponsors and everyone who contributed to this conference through their supports and invaluable efforts. Editors Amir A Shafie aashafie@iium.edu.my Raisuddin Khan raisuddin@iium.edu.my Mahbubur Rashid mahbub@iium.edu.my Department of Mechatronics, International Islamic University Malaysia (IIUM), Kuala Lumpur Malaysia Organizing Committee Md Raisuddin Khan Md Mozasser Rahman Shahrul Naim

  17. 167. GENERAL VIEW DOWN 5TH AVE. VIEW TO SOUTHWEST DOWN ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    167. GENERAL VIEW DOWN 5TH AVE. VIEW TO SOUTHWEST DOWN 5TH AVE. SHOWING FROM LEFT TO RIGHT, BUILDING 504, 436, 11, AND 155. - Quonset Point Naval Air Station, Roger Williams Way, North Kingstown, Washington County, RI

  18. African American eighth-grade female students' perceptions and experiences as learners of science literacy

    NASA Astrophysics Data System (ADS)

    Crim, Sharan R.

    The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Algren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students' perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: (1) What are African American eighth grade female students' perceptions and experiences as learners of science literacy? (2) In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between February and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher's log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as

  19. Using Robots to Motivate At-Risk Learners in Science over the Ninth Grade Hurdle

    NASA Astrophysics Data System (ADS)

    Cerge, Dora

    The ninth grade is a pivotal year in an adolescent's academic career; however, educators have failed to find a remedy for the high failure and dropout rates at this grade level. Students who lack basic skills and support as they enter high school can experience repeated failures, which often lead to a decrease in motivation and dropping out of school. Up to 15% of all ninth graders repeat ninth grade and 36% of all U. S. dropouts are ninth graders. It is imperative that researchers and educators find new ways to motivate at-risk students and augment basic skills in order to mitigate the dropout problem at this grade level. Robot teachers could be a viable solution to increase student motivation and achievement. However, before such strategies could be recommended for implementation, information about their efficacy in a high school setting is needed. The purpose of this quantitative, two-group experimental, pretest-posttest study was to determine the effects of a robot teacher/instructor on science motivation and science achievement in ninth grade at-risk learners. Approximately 40 at-risk, repeating ninth graders, ranging in age from 13 to 17 years old from one high school in the United States Virgin Islands, participated in the study. Half of the students received a robot teacher/instructor manipulation whereby a robot taught a science lesson for physical science assessments (experimental group), and the other half received the same instruction from a human teacher (control group). An analysis of covariance (ANCOVA) was used to compare the science achievement posttest scores, as measured by test scores, and science motivation posttest scores, as measured by the SMTSL, between the experimental and the control groups, while controlling for the pretest scores (covariate). The results demonstrated that posttest motivation and achievement scores in the human teacher condition were not significantly different than posttest motivation scores in the robot teacher

  20. The Effects of Systemic Reform on Urban, African American Fifth Grade Students' Attitudes Toward Science

    NASA Astrophysics Data System (ADS)

    Weinburgh, Molly H.

    The purpose of this study was to investigate the effectiveness of a National Science Foundation-funded Local Systemic Change grant on fifth grade, urban, African American students' attitudes toward science. Seven schools, representative of the district, were randomly selected to participate in the study. The modified Attitude Toward Science Inventory (mATSI), consisting of five attitudinal scales, was used to measure students' attitudes. Project records, school district records, and focus groups provided school-level data. Analyses of the mATSI data indicated a significant main effect for the program and for school but not for gender. A small overall difference in positive attitudes was seen for fifth grade students who experienced the science reform program compared to those who had not. The most important variable influencing attitudes toward science was the school in which the students were assigned. The seven schools varied greatly in the effectiveness of the science program. School characteristics were examined to try to explain the differences.

  1. The long-term impact of a math, science and technology program on grade school girls

    NASA Astrophysics Data System (ADS)

    Sullivan, Sandra Judd

    The purpose of this study was to determine if a math, science, and technology intervention program improved grade school girls' attitudes and stereotypes toward science and scientists, as well as participation levels in science-related activities, two years after their participating in the program. The intervention program evaluated was Operation SMART, developed by Girls Incorporated. Participants were recruited from the 6th and 7th grades from two public middle schools in Northern California. One hundred twenty-seven girls signed up for the survey and were assigned to either the SMART group (previous SMART participants) or Non-SMART group (no previous experience with SMART). The survey consisted of five parts: (1) a background information sheet, (2) the Modified Attitudes Toward Science Inventory, (3) the What Do You Do? survey, (4) the Draw-A-Scientist Test-Revised, and (5) a career interests and role models/influencer survey. Results indicated that there were no significant differences between the SMART and Non-SMART groups on any of the test measures. However, middle school attended did have a significant effect on the outcome variables. Girls from Middle School A reported more positive attitudes toward science, while girls from Middle School B reported higher participation levels in extracurricular science activities. Possible explanations for these findings suggest too much time had passed between treatment effect and time of measurement as well as the strong influence of teacher and school environment on girls' attitudes and stereotypes. Recommendations for future research are discussed.

  2. The effect of systematic vocabulary instruction on the science achievement of fifth-grade students

    NASA Astrophysics Data System (ADS)

    Rosebrock, Melanie M.

    2007-12-01

    Since the launch of Sputnik on October 4, 1957, science education has experienced waves of reform efforts targeting every level and area of study. Throughout these past fifty post-Sputnik years, an evolution of science education reform has been underway; a veritable Darwin-esque natural selection has been honing the fittest modalities and purging those too weak to compete. Relatively recently expanded priorities at the elementary level which include accountability-backed attention on science instruction have given rise to a new dimension of desperation on the part of educators to find what works for teaching science in this testing-driven environment. Since the area of elementary reading holds seniority over the other content areas in terms of survival in the accountability age (that is, attainment of noticeable improvement), it stands to reason that science reform could stand to benefit from lessons learned in that field, even borrowing proven strategies when applicable. Typical science instruction often seems to take place at either extreme of an instructional spectrum: on one end---overly concerned with memorization of facts and definitions, and at the other extreme---overly ambitious hands-on or problem-solving activities which seek to involve students in "real science" without adequate content knowledge. Science concepts may be more effectively mastered through an integrated approach of direct vocabulary and content instruction combined with contextual hands-on and student-driven experience. The purpose of this study was to describe the effect of a systematic model for vocabulary instruction on the science achievement of fifth-grade students. The study employed a pretest-posttest control group design in which the independent variable, method of vocabulary instruction in fifth grade science, and the dependent variable, student science achievement as measured by the Texas Assessment of Knowledge and Skills were examined through analysis of covariance. Nine fifth

  3. Math and science motivation: A longitudinal examination of the links between choices and beliefs.

    PubMed

    Simpkins, Sandra D; Davis-Kean, Pamela E; Eccles, Jacquelynne S

    2006-01-01

    This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who reported on their activity participation in 5th grade, expectancies-values in 6th and 10th grade, and courses taken throughout high school. Math and science course grades at 5th and 10th grade were gathered through school record data. Results indicated youths' math and science activity participation predicted their expectancies and values, which, in turn, predicted the number of high school courses above the predictive power of grades. Although there were mean-level differences between boys and girls on some of these indicators, relations among indicators did not significantly differ by gender. PMID:16420119

  4. Bridging the Gap between the Science Curriculum and Students' Questions: Comparing Linear vs. Hypermedia Online Learning Environments

    ERIC Educational Resources Information Center

    Swirski, Hani; Baram-Tsabari, Ayelet

    2014-01-01

    While interest is central to learning, considerable disparities have been reported between students' science interests and the science curriculum. This study explores how 5th grade students' (n = 72) competence, relatedness and interest levels changed as a consequence of using two online learning environments, which bridged the students' anonymous…

  5. A Study of Self-Concept, Attitudes Toward Science and Achievement on a Sample of Seventh Grade ISCS Students Versus Seventh Grade Students in a Non-Individualized Science Class.

    ERIC Educational Resources Information Center

    Martinez-Perez, Luis Armando

    This study examined specific student characteristics in seventh-grade students and attempted to make comparisons of these characteristics as a function of their science course program. A total of 109 students participated in Intermediate Science Curriculum Study (ISCS) classes and 106 students participated in non-individualized science classes.…

  6. Managing Haemophilia for Life: 5th Haemophilia Global Summit.

    PubMed

    Hermans, Cedric; Dolan, Gerry; Jennings, Ian; Windyga, Jerzy; Lobet, Sébastien; Rodríguez-Merchán, E Carlos; Di Minno, Matteo Nicola Dario; Jiménez-Yuste, Víctor; O'Mahony, Brian

    2015-10-01

    The 5th Haemophilia Global Summit was held in Barcelona, Spain, in September 2014. The programme was designed by an independent Scientific Steering Committee of haemophilia experts and explored issues relevant to the practical management of haemophilia, as well as key opportunities and challenges for care in the future. The topics outlined in this supplement were selected by the Scientific Steering Committee for their relevance to improving haemophilia care globally. In this supplement from the meeting, Gerry Dolan explores pharmacokinetics and dynamics in haemophilia, and Gerry Dolan and Ian Jennings jointly address the role of the laboratory in haemophilia care. The potential benefits of low-dose prophylaxis regimens for people with haemophilia in the developing world are reviewed by Jerzy Windyga, and the question of whether 'Future haemophilia research should be undertaken in the developing world' is debated by Jerzy Windyga and Cedric Hermans. Management strategies for ankle arthropathy are discussed by Sébastien Lobet and E. Carlos Rodríguez-Merchán, and the use of ultrasound for the early detection of haemophilic arthropathy is addressed by Matteo Nicola Dario Di Minno and Víctor Jiménez-Yuste. Finally, the role of patients in the future of haemophilia care is reviewed by Brian O'Mahony. PMID:26350039

  7. Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students

    NASA Astrophysics Data System (ADS)

    Huerta, Margarita; Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.

    2014-07-01

    We present the development and validation of a science notebook rubric intended to measure the academic language and conceptual understanding of non-mainstream students, specifically fifth-grade male and female economically disadvantaged Hispanic English language learner (ELL) and African-American or Hispanic native English-speaking students. The science notebook rubric is based on two main constructs: academic language and conceptual understanding. The constructs are grounded in second-language acquisition theory and theories of writing and conceptual understanding. We established content validity and calculated reliability measures using G theory and percent agreement (for comparison) with a sample of approximately 144 unique science notebook entries and 432 data points. Results reveal sufficient reliability estimates, indicating that the instrument is promising for use in future research studies including science notebooks in classrooms with populations of economically disadvantaged Hispanic ELL and African-American or Hispanic native English-speaking students.

  8. The effect of non-traditional science instruction in the middle grades

    NASA Astrophysics Data System (ADS)

    Headrick, Victoria

    This causal-comparative study explored effects on student achievement in four middle schools when two distinct types of science instruction were utilized. Quantitatively, the researcher examined the effect of a non-traditional approach (NTA) to science instruction on student TCAP achievement scores (NCE scores) for 7th and 8th graders for the year 2006-07. The treatment was found to be effective. Qualitatively, teacher interviews provided insight into the implementation and effects of the NTA approach. Teachers reported NTA to be more effective in science instruction considering the factors of expertise, standards, resources, lesson plan and labs quality. The findings suggest that NTA offers a cost-effective and successful instructional model for science instruction in the middle grades that may be replicated by virtually any school.

  9. The relationship between vocabulary knowledge and the reading and science achievement of fifth-grade students

    NASA Astrophysics Data System (ADS)

    Montgomery, Jennifer Dawn

    The purpose of the study was to examine the relationship between vocabulary knowledge and the reading and science achievement of fifth-grade students. Models were developed and tested using multiple linear regression (MLR) to determine whether vocabulary knowledge is a statistically significant predictor of reading and science. A model was tested for reading achievement, and a model was tested for science achievement. Other independent variables in the models included socioeconomic status, ethnicity, gender, status as an English-language learner, status as a special education student, classification as gifted/talented, history of retention, and migrant status. Archival data from fifth-grade students in a large, urban public school district were used in the analyses. Both models were found to be statistically significant (p < .001). Findings indicated that reading vocabulary was a statistically significant predictor for both reading achievement (B = .571, p < .001) and science achievement (B = .241, p < .001). The significance of vocabulary to reading achievement confirmed past research. The role of reading vocabulary in science achievement revealed a significant, if modest, relationship. In addition, findings pointed out the significance of variables such as history of retention, gender, and status as an English-language learner. Conclusions from the study, pedagogical implications, and recommendations for future research are discussed.

  10. The Effects of Single Gender Education on Sixth through Eighth Grade Female Student Science Achievement

    NASA Astrophysics Data System (ADS)

    Boyd, Deanna Sherrise

    Currently, students in the United States are educated in either single or mixed gender learning environments. An achievement gap between male and female students in the area of science indicates a need for instructional strategies and environments that will address these learning needs. Single gender classrooms are one possible solution as males and females have gender differences that may contribute to the way they learn. This quantitative, causal comparative study compared the differences in the Palmetto Assessment of State Standards science achievement scores of middle school females in single and mixed gender environments in a state in the Southeastern United States. Independent samples t tests, Chi-Square Tests, and two-way ANOVA analyses determined if group differences in science achievement existed between sixth through eighth grade female students in single and mixed gender classrooms. Results of the study revealed there was no significant difference in achievement scores between the two groups. The research findings provide the stakeholders with information that can potentially influence the implementation of single gender programs to improve the achievement of female students in middle grades science. Keywords: single gender, science, female students, education

  11. The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners

    ERIC Educational Resources Information Center

    August, Diane; Branum-Martin, Lee; Cardenas-Hagan, Elsa; Francis, David

    2010-01-01

    The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching (QuEST)--designed to develop the science knowledge and academic language of middle grades English language learners studying science in their second language and their English-proficient classmates. Both English language learners and…

  12. Equinox. A Model for the Natural Science Education Curriculum for the Ninth Through Twelfth Grades in the Delaware Schools.

    ERIC Educational Resources Information Center

    Baker, Thomas M.; Reiher, John F.

    This publication represents a model for the Natural Science Education Curriculum for grades nine through twelve in Delaware's schools. This guide is meant to serve as a minimal standard for natural science education, but at the same time strives for maximum output of the natural science program. The guide is based on the processes of science…

  13. Equinox. A Model for the Natural Science Education Curriculum for Kindergarten and First Grade in Delaware's Schools.

    ERIC Educational Resources Information Center

    Baker, Thomas M.; Reiher, John F.

    This publication represents a model for the Natural Science Education Curriculum for kindergarten and grade one in Delaware's schools. This guide is meant to serve as a minimal standard for natural science education, but at the same time strives for maximum output of the natural science program. The guide is based on the processes of science…

  14. Equinox. A Model for the Natural Science Education Curriculum for the Second, Third, and Fourth Grades in the Delaware Schools.

    ERIC Educational Resources Information Center

    Baker, Thomas M.; Reiher, John F.

    This publication represents a model for the Natural Science Education Curriculum for grades two through four in Delaware's schools. This guide is meant to serve as a minimal standard for natural science education, but at the same time strives for maximum output of the natural science program. The guide is based on the processes of science…

  15. Learning Science in Grades 3-8 Using Probeware and Computers: Findings from the TEEMSS II Project

    ERIC Educational Resources Information Center

    Zucker, Andrew A.; Tinker, Robert; Staudt, Carolyn; Mansfield, Amie; Metcalf, Shari

    2008-01-01

    The Technology Enhanced Elementary and Middle School Science II project (TEEMSS), funded by the National Science Foundation, produced 15 inquiry-based instructional science units for teaching in grades 3-8. Each unit uses computers and probeware to support students' investigations of real-world phenomena using probes (e.g., for temperature or…

  16. Evaluation of Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades-Light Energy Unit. CRESST Report 781

    ERIC Educational Resources Information Center

    Goldschmidt, Pete; Jung, Hyekyung

    2011-01-01

    This evaluation focuses on the Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades ("Seeds/Roots") model of science-literacy integration. The evaluation is based on a cluster randomized design of 100 teachers, half of which were in the treatment group. Multi-level models are employed to…

  17. The Effects of Student Multiple Intelligence Preference on Integration of Earth Science Concepts and Knowledge within a Middle Grades Science Classroom.

    ERIC Educational Resources Information Center

    Cutshall, Lisa Christine

    This research was conducted in an eastern Tennessee 8th grade science classroom with 99 students participating. The action research project attempted to examine an adolescent science student's integration of science concepts within a project-based setting using the multiple intelligence theory. In an effort to address the national science…

  18. An Experimental Evaluation of the Effects of ESCP and General Science on the Development of Interdisciplinary Science Concepts by Ninth Grade Students.

    ERIC Educational Resources Information Center

    Coleman, Esther Montague

    This study was an experimental evaluation of achievement in understanding interdisciplinary science concepts by ninth grade students enrolled in two different integrated science courses. The experimental group used "Investigating the Earth", the textbook/laboratory program, developed by the Earth Science Curriculum Project (ESCP) staff. The…

  19. Aerospace-Related Life Science Concepts for Use in Life Science Classes Grades 7-12.

    ERIC Educational Resources Information Center

    Williams, Mary H.; Rademacher, Jean

    The purpose of this guide is to provide the teacher of secondary school life science classes with resource materials for activities to familiarize students with recent discoveries in bioastronautics. Each section introduces a life science concept and a related aerospace concept, gives background information, suggested activities, and an annotated…

  20. Learning to write in science: A study of English language learners' writing experience in sixth-grade science classrooms

    NASA Astrophysics Data System (ADS)

    Qi, Yang

    Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood

  1. Using inquiry-based instructional strategies in third-grade science

    NASA Astrophysics Data System (ADS)

    Harris, Fanicia D.

    The purpose of the study was to determine if the use of inquiry-based instructional strategies as compared to traditional instructional strategies would increase third-grade students' achievement in science, based on the pretest/posttest of the school system and the Georgia Criterion-Referenced Competency Test (CRCT). Inquiry-based instruction, presented students with a question, an observation, a data set, or a hypothesis for problem solving such as scientists use when working in real-world situations. This descriptive research employed a quantitative strategy using a pretest/posttest control group design. The research compared the science academic achievement levels of one Grade 3 class [N=14] exposed to a teacher's inquiry-based instructional strategies as compared to one Grade 3 class [ N=18] exposed to a teacher's traditional instructional strategies. The study compared the science academic performance levels of third-grade students as measured by pretest/posttest mean scores from the school system-based assessment and the Georgia CRCT. Four research hypotheses were examined. Based on the overall findings from this study, both the experimental group and the control group significantly increased their mean scores from the pretests to the posttests. The amount of gain from the pretest to the posttest was significantly greater for the experimental group than the control group for pretest/posttest 1 [t(12) = 8.79, p < .01] and pretest/posttest 2 [t(12) = 9.40, p < .01]. The experimental group significantly outperformed the control group with regard to their mean number of items answered correctly on the life sciences test [t(27) = -1.95, p = .06]. Finally, the control group did not outperform the experimental group on any of the comparisons made throughout this study. The results of this study provide empirical support for the effectiveness of the use of inquiry-based learning strategies, given that the experimental group outperformed the control group on all four

  2. Overlay improvement by ASML HOWA 5th alignment strategy

    NASA Astrophysics Data System (ADS)

    Wang, Raf; Chiang, CY; Hsu, Wilson; Yang, Richer; Shih, Todd; Chen, Jackie; Chiu, Jonathan; Lin, Wythe

    2009-12-01

    Overlay control is more challenging when DRAM volume production continues to shrink its critical dimention (CD) to 70nm and beyond. Effected by process, the overlay behavior at wafer edge is quite different from wafer center. The big contribution to worse overlay at wafer edge which causes yield loss is misalignment. The analysis in wafer edge suggests that high order uncorrectable overlay residuals are often observed by certain process impact. Therefore, the basic linear model used for alignment correction is not sufficient and it is necessary to introduce an advanced alignment correction model for wafer edge overlay improvement. In this study, we demonstrated the achievement of moderating the poor overlay at wafer edge area by using a high order wafer alignment strategy. The mechanism is to use non-linear correction methods of high order models ( up to 5th order), with support by the function High Order Wafer Alignment (known as HOWA) in scanner. Instead of linear model for the 6 overlay parameters which come from average result, HOWA alignment strategy can do high order fitting through the wafer to get more accurate overlay parameters which represent the local wafer grid distortion better. As a result, the overlay improvement for wafer edge is achieved. Since alignment is a wafer dependent correction, with HOWA the wafer to wafer overlay variation can be improved dynamically as well. In addition, the effects of different mark quantity and sampling distribution from HOWA are also introduced in this paper. The results of this study indicate that HOWA can reduce uncorrectable overlay residual by 30~40% and improve wafer-to-wafer overlay variation significantly. We conclude that HOWA is a noteworthy strategy for overlay improvement. Moreover, optimized alignment mark numbers and distribution layout are also key factors to make HOWA successful.

  3. Latina girls' identities-in-practice in 6th grade science

    NASA Astrophysics Data System (ADS)

    Tan, Edna

    Inequalities and achievement gaps in science education among students from different racial and socioeconomic backgrounds as well as between genders in the United States are due to not just access to resources, but also to the incongruence between identities of school science with identities salient to minority students. Minority girls are especially portrayed to be estranged from prototypical school science Discourse, often characterized as white, middle class, and masculine. This dissertation, based on a two-year ethnographic study in an urban middle school in New York City, describes the authoring of novel identities-in-practice of minority girls in a 6th grade science classroom. The findings indicate that minority girls draw from out-of-school identities salient to them to author novel identities-in-practice in the various figured worlds of the 6th grade science classroom. Through taking such authorial stances, minority girls exhibit agency in negotiating for wider boundaries in their school science participation and broker for hybrid spaces of school science where the school science Discourse was destabilized and challenged to be more inclusive of everyday funds of knowledge and Discourses important to the students. The findings also highlight the dialectic relationship between an individual students' learning and participation and the school science community-of-practice and the implications such a relationship has on the learning of both individual students and the collective community-of-practice. From year one findings, curricular adaptations were enacted, with teacher and student input, on lessons centering on food and nutrition. The adapted curriculum specifically solicited for nontraditional funds of knowledge and Discourse from students and were grounded strongly in relevance to students' out of school lives. The hybrid spaces collectively brokered for by the community-of-practice were transformed in three ways: physically, politically, and

  4. Does STES-Oriented Science Education Promote 10th-Grade Students' Decision-Making Capability?

    NASA Astrophysics Data System (ADS)

    Levy Nahum, Tami; Ben-Chaim, David; Azaiza, Ibtesam; Herskovitz, Orit; Zoller, Uri

    2010-07-01

    Today's society is continuously coping with sustainability-related complex issues in the Science-Technology-Environment-Society (STES) interfaces. In those contexts, the need and relevance of the development of students' higher-order cognitive skills (HOCS) such as question-asking, critical-thinking, problem-solving and decision-making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish "base lines" for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision-making capability, science-oriented (n = 142) and non-science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre-post development/change of students' decision-making capabilities via STES-oriented HOCS-promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision-making questionnaire was used for obtaining a research-based response to the guiding research questions. Our findings suggest that a long-term persistent application of purposed decision-making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high-school students' decision-making ability. The need for science teachers' involvement in the development of their students' HOCS capabilities is thus apparent.

  5. Science course sequences: The alignment of written, enacted, and tested curricula and their impact on grade 11 HSPA science scores

    NASA Astrophysics Data System (ADS)

    Lentz, Christine A.

    The purpose of this mixed method study was to examine the alignment of the written, enacted, and tested curricula of the Ocean City High School science course sequencing and its impact on student achievement. This study also examined the school's ability to predict student scores on the science portion of the High School Proficiency Assessment (HSPA). Data collected for science achievement included the science portion of the Grade Eight Proficiency Assessment (GEPA) as a pretest and the scores for the science portion of the HSPA as a posttest. Data collected for curriculum alignment included an examination of teacher generated course curriculum maps to determine the alignment with the New Jersey Core Curriculum Content Standards and the HSPA Test Specifications Directory. The quantitative data were treated through a series of paired samples t-tests, Pearson product moment correlation was used to examine relationships between variables, an ANCOVA analysis and a stepwise regression analysis were also completed. Based on the findings of the data analysis of this research effort, the following conclusions were drawn: (1) the alignment of the enacted curriculum with the tested and written curricula affected science achievement. (2) GEPA scores are significantly tied to HSPA scores and (3) GEPA scores and enrollment in the science sequence whose curriculum was aligned with the written and tested curricula, met the requirements of a predictor of scores on the HSPA exam. It is expected that educational leadership will use the results of this research to inform practice and drive decision-making in respect to student placement in to course sequences. It is hoped that the results will not only increase support for the district's curricula development plan but also add to the overall body of knowledge surrounding science program effectiveness in relation to the No Child Left Behind standards.

  6. Effects of notetaking instruction on 3rd grade student's science learning and notetaking behavior

    NASA Astrophysics Data System (ADS)

    Lee, Pai-Lin

    The research examined effects of notetaking instruction on elementary-aged students' ability to recall science information and notetaking behavior. Classes of 3rd grade students were randomly assigned to three treatment conditions, strategic notetaking, partial strategic notetaking, and control, for 4 training sessions. The effects of the notetaking instruction were measured by their performances on a test on science information taught during the training, a long-term free recall of the information, and number of information units recalled with or without cues. Students' prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect on cued and non-cued recall of the information units in favor of the strategy instruction groups. Students with higher prior achievement in science performed better on cued recall and long-term free recall of information. The results suggest that students as young as at the third grade can be instructed to develop the ability of notetaking that promotes their learning.

  7. An analysis of South African Grade 9 natural sciences textbooks for their representation of nature of science

    NASA Astrophysics Data System (ADS)

    Dewnarain Ramnarain, Umesh; Chanetsa, Tarisai

    2016-04-01

    This article reports on an analysis and comparison of three South African Grade 9 (13-14 years) Natural Sciences textbooks for the representation of nature of science (NOS). The analysis was framed by an analytical tool developed and validated by Abd-El-Khalick and a team of researchers in a large-scale study on the high school textbooks in the USA. The three textbooks were scored on targeted NOS aspects on a scale of -3 to +3 that reflected the explicitness with which these aspects were addressed. The analysis revealed that the textbooks poorly depict NOS, and in particular, there was scant attention given to the social dimension of science, science versus pseudoscience and the 'myth of the scientific method'. The findings of this study are incommensurate with the strong emphasis in a reformed school science curriculum that underlies the need for learners to understand the scientific enterprise, and how scientific knowledge develops. In view of this, the findings of this research reinforce the need for a review on the mandate given to textbook publishers and writers so that a stronger focus be placed on the development of materials that better represent the tenets of NOS.

  8. The relationship between nature of science understandings and science self-efficacy beliefs of sixth grade students

    NASA Astrophysics Data System (ADS)

    Parker, Elisabeth Allyn

    Bandura (1986) posited that self-efficacy beliefs help determine what individuals do with the knowledge and skills they have and are critical determinants of how well skill and knowledge are acquired. Research has correlated self-efficacy beliefs with academic success and subject interest (Pajares, Britner, & Valiante, 2000). Similar studies report a decreasing interest by students in school science beginning in middle school claiming that they don't enjoy science because the classes are boring and irrelevant to their lives (Basu & Barton, 2007). The hypothesis put forth by researchers is that students need to observe models of how science is done, the nature of science (NOS), so that they connect with the human enterprise of science and thereby raise their self-efficacy (Britner, 2008). This study examined NOS understandings and science self-efficacy of students enrolled in a sixth grade earth science class taught with explicit NOS instruction. The research questions that guided this study were (a) how do students' self-efficacy beliefs change as compared with changes in their nature of science understandings?; and (b) how do changes in students' science self-efficacy beliefs vary with gender and ethnicity segregation? A mixed method design was employed following an embedded experimental model (Creswell & Plano Clark, 2007). As the treatment, five NOS aspects were first taught by the teachers using nonintegrated activities followed by integrated instructional approach (Khishfe, 2008). Students' views of NOS using the Views on Nature of Science (VNOS) (Lederman, Abd-El-Khalick, & Schwartz, 2002) along with their self-efficacy beliefs using three Likert-type science self-efficacy scales (Britner, 2002) were gathered. Changes in NOS understandings were determined by categorizing student responses and then comparing pre- and post-instructional understandings. To determine changes in participants' self-efficacy beliefs as measured by the three subscales, a multivariate

  9. The Relative Effectiveness of Reinforcement and Conflict Instruction in Developing the Ability to Separate Variables in Fifth and Sixth Grade Children.

    ERIC Educational Resources Information Center

    Bredderman, Theodore Andrew

    The relative effectiveness of two methods of instruction for teaching 5th and 6th grade students to separate variables in science activities isinvest gated. Randomly selected students from a particular school were test d until 27 who were unable to separate variables had been identified. These students were randomly assigned to three groups.…

  10. Predicting fifth-grade students' understanding of ecological science concepts with motivational and cognitive variables

    NASA Astrophysics Data System (ADS)

    Alao, Solomon

    The need to identify factors that contribute to students' understanding of ecological concepts has been widely expressed in recent literature. The purpose of this study was to investigate the relationship between fifth grade students' prior knowledge, learning strategies, interest, and learning goals and their conceptual understanding of ecological science concepts. Subject were 72 students from three fifth grade classrooms located in a metropolitan area of the eastern United States. Students completed the goal commitment, interest, and strategy use questionnaire (GISQ), and a knowledge test designed to assess their prior knowledge and conceptual understanding of ecological science concepts. The learning goals scale assessed intentions to try to learn and understand ecological concepts. The interest scale assessed the feeling and value-related valences that students ascribed to science and ecological science concepts. The strategy use scale assessed the use of two cognitive strategies (monitoring and elaboration). The knowledge test assessed students' understanding of ecological concepts (the relationship between living organisms and their environment). Scores on all measures were examined for gender differences; no significant gender differences were observed. The motivational and cognitive variables contributed to students' understanding of ecological concepts. After accounting for interest, learning goals, and strategy use, prior knowledge accounted for 28% of the total variance in conceptual understanding. After accounting for prior knowledge, interest, learning goals, and strategy use explained 7%, 6%, and 4% of the total variance in conceptual understanding, respectively. More importantly, these variables were interrelated to each other and to conceptual understanding. After controlling for prior knowledge, learning goals, and strategy use, interest did not predict the variance in conceptual understanding. After controlling for prior knowledge, interest, and

  11. The impact of classroom organization in grade 4 on student achievement in science

    NASA Astrophysics Data System (ADS)

    Duncanson, Edward Francis

    While qualitative studies of teacher perceptions of classroom organization have been performed, quantitative studies linked to standards-based assessments are noticeably absent. Two questions guided the research: What is the impact of classroom layout in grade 4 on student achievement in science? How does space use change in a classroom when the furniture is reorganized? The study was conducted in five classrooms in two rural, elementary schools. In two classrooms, teachers placed a large science materials table in the center of the room to make science activities a focal point for students. Two classrooms, that were used as controls, continued to operate using their established organization. The organization of the fifth classroom had included a large table in the center of the room for a number of years. This room was also used as a control. Data were collected in three ways. Quantitative data were collected from the New York State Grade-4 Science Program Evaluation Test. Qualitative data were collected using the Classroom Spatial Utilization and Migration Form and by creating a classroom map. The data were presented in quantitative, narrative, and graphic forms. Data from the New York State Grade-4 Science Program Evaluation Test were analyzed using a matrix published by the New York State Education Department and by using SPSS software. Classroom spatial utilization and migration patterns were visually evaluated. The guiding hypothesis that placing a large table in the center of the room would result in improved student performance was not totally supported by the data. Student density was correlated to student achievement. Specifically, classroom space per student was positively correlated to the inquiry science skills of classifying, manipulating materials, measuring, recording data, using non-standard measurement, and making predictions. Classroom arrangement was not as important as open space per student. This research is important because classrooms that

  12. Effects of instructional strategies on seventh grade science achievement as perceived by Kentucky students

    NASA Astrophysics Data System (ADS)

    Ennis, Larry S.

    The Kentucky Education Reform Act of 1990 brought about systemic transformations at all levels of the state P--12 educational system. While the reform has generally been accepted as successful at the elementary and secondary levels, improvements in the state's middle schools have been negligible, particularly in the subject of science. Central to problems at the middle school level is the lack of empirical research linking student seventh grade science achievement with certain instructional strategies, mediating variables, and demographic variables. The purposes of this study focus on possible connections among these variables. The study was constructed around ten theorized relationships at the two levels of research: the individual student level and the composite school level. Simultaneous and hierarchical regression analyses were conducted to investigate possible relationships. Consistent throughout the data analysis is the negative linkage between the use of computers and student achievement. Results of this study would suggest that computer use in the science classrooms is detrimental to the improvement of science achievement test scores at the seventh grade level, at least as currently practiced. Several strategies such as use of textbooks and worksheets as well as specific hands-on strategies have a positive relationship with science achievement. Certain demographic factors were found to have linkages to student achievement. Analysis indicates that white students perform at a higher level than do their non-white counterparts. Free and reduced lunch students typically performed at a lower level than students who are not classified as poor. Female students score higher on the science achievement test. Mediating variables such as student effort and confidence demonstrated relationships with student science achievement. The findings are unique in the Commonwealth of Kentucky and represent the first available connections among the variables under investigation

  13. A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-Economic Status Middle School Students: Findings from First-Year Implementation

    ERIC Educational Resources Information Center

    Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Guerrero, Cindy; Fan, Yinan; Huerta, Margarita

    2014-01-01

    This paper presents the findings from a randomized control trial study of reading/literacy-integrated science inquiry intervention after 1 year of implementation and the treatment effect on 5th-grade low-socio-economic African-American and Hispanic students' achievement in science and English reading. A total of 94 treatment students and 194…

  14. A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-Economic Status Middle School Students: Findings from First-Year Implementation

    ERIC Educational Resources Information Center

    Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Guerrero, Cindy; Fan, Yinan; Huerta, Margarita

    2014-01-01

    This paper presents the findings from a randomized control trial study of reading/literacy-integrated science inquiry intervention after 1 year of implementation and the treatment effect on 5th-grade low-socio-economic African-American and Hispanic students' achievement in science and English reading. A total of 94 treatment students and 194…

  15. United States History and Geography: Making a New Nation. Course Models for the History-Social Science Framework. Grade 5.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    This publication is a response to teachers' requests for practical assistance in implementing the history and social science framework for California's public schools. The document sets out resources that are useful in teaching U.S. history and geography for fifth grade students. Participants in a summer institute worked in grade level groups to…

  16. High Interest - Low Vocabulary Science Books, Reading Level Grades 1-4 (Prepared for the Remedial Reading Teacher).

    ERIC Educational Resources Information Center

    Gott, Margaret E., Comp.; Wailes, James R., Comp.

    This booklist is intended for elementary school science students with high interest and low vocabulary skills. The Spache Readability Scale, Dale-Chall formula, sentence structure, paragraph flow, illustration, and diagram analysis or publishers stated grade level were used to determine grade level designations. The included interest level varies…

  17. Resource Handbook--Matter and Energy. A Supplement to Basic Curriculum Guide--Science, Grades K-6.

    ERIC Educational Resources Information Center

    Starr, John W., 3rd., Ed.

    GRADES OR AGES: Grades K-6. SUBJECT MATTER: Science; matter and energy. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into the following six units: 1) Composition of Matter, with 27 concepts; 2) Light, with 20 concepts; 3) Heat, with 14 concepts; 4) Sound, with 12 concepts; 5) Electricity and Magnetism, with 17 concepts; and 6)…

  18. The Use of the Graded Response Model in Computerized Adaptive Testing of the Attitudes to Science Scale.

    ERIC Educational Resources Information Center

    Foong, Yoke-Yeen; Lam, Tit-Loong

    The graded response model for two-stage testing was applied to an attitudes toward science scale using real-data simulation. The 48-item scale was administered to 920 students at a grade-8 equivalent in Singapore. A two-stage 16-item computerized adaptive test was developed. In two-stage testing an initial, or routing, test is followed by a…

  19. Exploring How Second Grade Elementary Teachers Translate Their Nature of Science Views into Classroom Practice after a Graduate Level Nature of Science Course

    ERIC Educational Resources Information Center

    Deniz, Hasan; Adibelli, Elif

    2015-01-01

    The main purpose of this study was to explore the factors mediating the translation of second grade teachers' nature of science (NOS) views into classroom practice after completing a graduate level NOS course. Four second grade in-service elementary teachers comprised the sample of this study. Data were collected from several sources during the…

  20. The Effects of Incorporating Classroom Pets into the Fourth Grade Science Curriculum

    NASA Astrophysics Data System (ADS)

    Admire, Maegan

    The purpose of this study was to identify and promote successful teaching strategies that incorporate classroom pets in order to influence student engagement, achievement, and perceptions of animals. This was a small action research study conducted in a fourth grade science classroom. Both quantitative and qualitative data were obtained including, pre- and post-assessments, student interviews, researcher field notes, researcher journal, and student work. The results of this study revealed an increased academic achievement from the pre- to post-assessment, increased student observations and descriptions when discussing the animals, and increased student empathy toward the animals. The results also revealed that the teacher's incorporation of the animals within the science curriculum grew in ease over time, and that the animals provided the educator with opportunities to teach non-content related lessons and also a concrete experience for the teacher to apply and extend the science content.

  1. PREFACE: 5th Workshop of Young Researchers in Astronomy & Astrophysics

    NASA Astrophysics Data System (ADS)

    Forgács-Dajka, Emese; Plachy, Emese; Molnár, László

    2010-04-01

    The 5th Workshop of Young Researchers in Astronomy and Astrophysics was held on 2-4 September 2009 at the Eötvös University in Budapest, Hungary. This meeting fits into a conference series which can already be considered a tradition where the younger generation has the opportunity to present their work. The event was also a great opportunity for senior astronomers and physicists to form new connections with the next generation of researchers. The selection of invited speakers concentrated on the researchers currently most active in the field, mostly on a post-doctoral/tenure/fresh faculty position level. A number of senior experts and PhD students were also invited. As the conference focused on people rather than a specific field, various topics from theoretical physics to planetology were covered in three days. The programme was divided into six sections: Physics of the Sun and the Solar System Gravity and high-energy physics Galactic and extragalactic astronomy, cosmology Celestial mechanics and exoplanets Infrared astronomy and young stars Variable stars We had the pleasure of welcoming 10 invited review talks from senior researchers and 42 contributed talks and a poster from the younger generation. Participants also enjoyed the hospitality of the pub Pál at the Pálvölgyi-cave after giving, hearing and disputing countless talks. Brave souls even descended to the unbuilt, adventurous Mátyásvölgyi-cave. Memories of the conference were shadowed though. Péter Csizmadia, one of our participants and three other climbers attempted a first ever ascent to the Ren Zhong Feng peak in Sichuan, China, but they never returned from the mountains. Péter departed to China shortly after the conference, with best wishes from participants and friends. We dedicate this volume to his memory. The organisers thankthe Physics Doctoral School of Eötvös University for its hospitality. The workshop was supported by the Mecenatúra and Polányi Mihály Programmes of the National

  2. Teaching nature of science explicitly in a first-grade internship setting

    NASA Astrophysics Data System (ADS)

    Akerson, Valarie L.; Volrich, Morgan L.

    2006-04-01

    This case study focused on a preservice teachers' (Morgan) efforts to explicitly emphasize nature of science (NOS) elements in her first-grade internship classroom. The study assessed the change in first grade students' views of the inferential, tentative, and creative NOS as a result of the explicit instruction. Morgan held appropriate views of NOS, had the intention and motivation to teach NOS, and had a supporting experience explicitly emphasizing NOS embedded in physics content to peer college students. Data sources included weekly classroom observations of explicit NOS science lessons taught by Morgan, interview of Morgan to determine that her views of NOS were informed and that she would have the NOS content knowledge to teach in line with recommended reforms, and interviews of the first-grade students pre- and postinstruction to determine the influence of Morgan's instruction on their views of observation and inference, the tentative NOS, and the creative and imaginative NOS. Data were analyzed to determine (a) the approaches Morgan used to emphasize NOS in her instruction, and (b) students' views of NOS pre- and postinstruction to track change in their views. It was found that Morgan was able to explicitly emphasize NOS using three teacher-designed methods, and that the influence on student views of the inferential, tentative, and creative NOS was positive. Implications for teacher development are provided.

  3. The impact of an experiential science program on fourth-grade students' knowledge of and feelings about ecological science

    NASA Astrophysics Data System (ADS)

    Loman, Karen Lynn

    Problem. EarthWorks, an experiential science program of The Learning Exchange, is designed to place children in authentic, real-life situations within which they can engage in problem-solving situations utilizing critical thinking skills. The program consists of three components: a pre-visit curriculum, an on-site visit to the EarthWorks learning laboratory, and a follow-up curriculum. EarthWorks is a new program to The Learning Exchange. There are no baseline data available to determine the effectiveness of the program. Purpose. The present study was designed to evaluate the impact of an experiential science program, EarthWorks, on fourth-grade students' understanding of ecological science and feelings toward science. Participants in the study were fourth-grade students who participated in one of three intervention groups: students enrolled in the complete EarthWorks program, including curriculum and on-site experience; students completing the EarthWorks curriculum only; and students completing the traditional science program. Individual student feedback, gathered by a questionnaire, was analyzed for a test of differences at each phase of the intervention and for the degree of impact of each different intervention. Procedures. Fourth-grade students from three different schools in a large urban city in Missouri participated in the study. Elementary School A's fourth-grade level participated in the complete EarthWorks program. Elementary School B's fourth-grade level completed only the curriculum portion of the EarthWorks program. Elementary School C did not participate in any part of the EarthWorks program. Students were asked to complete questionnaires at four points during the study: (1) September, before Schools A and B began the EarthWorks curriculum; (2) late October, after Schools A and B completed the EarthWorks curriculum and before School A had the on-site experience; (3) mid November, Schools A and B completed the EarthWorks curriculum and School A had

  4. Visual, Critical, and Scientific Thinking Dispositions in a 3rd Grade Science Classroom

    NASA Astrophysics Data System (ADS)

    Foss, Stacy

    Many American students leave school without the required 21st century critical thinking skills. This qualitative case study, based on the theoretical concepts of Facione, Arheim, and Vygotsky, explored the development of thinking dispositions through the arts in science on the development of scientific thinking skills when used as a conceptual thinking routine in a rural 3rd grade classroom. Research questions examined the disposition to think critically through the arts in science and focused on the perceptions and experiences of 25 students with the Visual Thinking Strategy (VTS) process. Data were collected from classroom observations (n = 10), student interviews (n = 25), teacher interviews ( n = 1), a focus group discussion (n = 3), and artifacts of student work (n = 25); these data included perceptions of VTS, school culture, and classroom characteristics. An inductive analysis of qualitative data resulted in several emergent themes regarding disposition development and students generating questions while increasing affective motivation. The most prevalent dispositions were open-mindedness, the truth-seeking disposition, the analytical disposition, and the systematicity disposition. The findings about the teachers indicated that VTS questions in science supported "gradual release of responsibility", the internalization of process skills and vocabulary, and argumentation. This case study offers descriptive research that links visual arts inquiry and the development of critical thinking dispositions in science at the elementary level. A science curriculum could be developed, that emphasizes the development of thinking dispositions through the arts in science, which in turn, could impact the professional development of teachers and learning outcomes for students.

  5. Scientific Tools and Techniques: An Innovative Introduction to Planetary Science / Astronomy for 9th Grade Students

    NASA Astrophysics Data System (ADS)

    Albin, Edward F.

    2014-11-01

    Fernbank Science Center in Atlanta, GA (USA) offers instruction in planetary science and astronomy to gifted 9th grade students within a program called "Scientific Tools and Techniques" (STT). Although STT provides a semester long overview of all sciences, the planetary science / astronomy section is innovative since students have access to instruction in the Center's Zeiss planetarium and observatory, which includes a 0.9 m cassegrain telescope. The curriculum includes charting the positions of planets in planetarium the sky; telescopic observations of the Moon and planets; hands-on access to meteorites and tektites; and an introduction to planetary spectroscopy utilizing LPI furnished ALTA reflectance spectrometers. In addition, students have the opportunity to watch several full dome planetary themed planetarium presentations, including "Back to the Moon for Good" and "Ring World: Cassini at Saturn." An overview of NASA's planetary exploration efforts is also considered, with special emphasis on the new Orion / Space Launch System for human exploration of the solar system. A primary goal of our STT program is to not only engage but encourage students to pursue careers in the field of science, with the hope of inspiring future scientists / leaders in the field of planetary science.

  6. Expert Systems and Weather Forecasting in the 4th and 5th Grade.

    ERIC Educational Resources Information Center

    Kirkwood, James J.; Gimblett, Randy H.

    1992-01-01

    Fourth and fifth graders built weather measuring instruments, entered data into a computer program that forecasted weather, and compared the resultant forecast with actual weather. As a result of their activities, students took a greater interest in weather phenomena, understood the computer program, and learned to think more logically. (LB)

  7. Interests of 5th through 10th Grade Students toward Human Biology

    ERIC Educational Resources Information Center

    Erten, Sinan

    2008-01-01

    This study investigated the middle and high school students' interests towards the subjects of human biology, specifically, "Human Health and Nutrition" and "Human Body and Organs." The study also investigated sources of their interests and factors that impact their interests, namely people that they interact and courses that they take about…

  8. The Perceptions of Professionalism by 1st and 5th Grade Medical Students

    PubMed Central

    Klemenc-Ketis, Zalika; Vrecko, Helena

    2014-01-01

    ABSTRACT Introduction: Professionalism is essential for the development of mature physicians but not much education is devoted to that theme. Aim: We aimed to determine the views of undergraduate medical students on medical professionalism. Methods: This was a qualitative study, based on focus groups of the first and fifth-year undergraduate medical students. Transcripts of the focus groups were independently evaluated by two researches. Segments of transcripts, identified as important, were marked as verbatims. A grounded theory method with open coding was applied. A list of codes was developed and reviewed by both researchers until the consensus was reached. Then, the codes were reviewed and put into the categories and dimensions. Results: Students recognized 10 main medical professionalism dimensions (empathy, respect, responsibility, autonomy, trust, communication, difference between professional and private life, team work, partnership) and two dimensions associated with it (physician's characteristics, external factors). Slight change of the attitudes towards a more self-centred future physicians’ figure was observed in the fifth-year medical students. Conclusion: The students have an appropriate picture of the physicians’ figure even at the beginning of their medical studies but still needs an education in professionalism. It seems that the fifth-year students perceive physicians as more self-centred when compared to their first-year colleagues. PMID:25568575

  9. Breaking Down Gender Stereotypes: Increasing 5th Grade Physical Education Participation by Building Self Esteem

    ERIC Educational Resources Information Center

    Jeffries, Cindy A.

    2009-01-01

    It has become apparent that in recent years the issue of childhood obesity is becoming the number one health risk among children in the United States. Making sure that children participate in daily physical education class is one way to combat the obesity epidemic. The purpose of this action research project was to improve the active participation…

  10. Our Connections to Europe: A Teaching Unit for 5th or 6th Grades.

    ERIC Educational Resources Information Center

    Revel-Wood, Myriam; Ochoa, Anna, Ed.

    An interdisciplinary unit written for upper elementary or middle school students is designed to help students to develop a global perspective by discovering their many connections to the world through an in-depth study of Europe. The unit deals with concepts and skills from geography, history, anthropology, economics, language arts, earth and life…

  11. The Effect of Co-Teaching on Student Achievement in Ninth Grade Physical Science Classrooms

    NASA Astrophysics Data System (ADS)

    LaFever, Karen M.

    Co-teaching is a method that is increasing within schools across the US as educators strive to leave no child behind. It is a costly method, having two paid instructors in one classroom, with an average of 24 students shared between them. If it significantly increases the achievement of all students, it is well worth the costs involved. However, few studies have analyzed the effectiveness of this method on student achievement. This research follows the academic accomplishments of students in a ninth grade physical science course. Nine sections of the course "Force and Motion" were taught with a single teacher, and two additional sections were co-taught, one led by a science-certified and special educator, and another co-taught by two science certified teachers. Subgroup achievement performance was analyzed to determine whether significant differences exist between students with or without IEPs, as well as other factors such as free and reduced lunch status or gender. The results show significance with the presence of a co-teacher, while there is minimal effect size of co-teaching in this study for students with IEPs. The benefactors in these ninth grade co-taught classes were the students without IEPs, an unintended result of co-teaching.

  12. Learning to write in science in the primary grades: A contextual study

    NASA Astrophysics Data System (ADS)

    Honig, Sheryl L.

    This study described the way three children appropriated scientific discourse in their writing (and drawing) during second and third grades. Their scientific writing was situated within an "integrated" curriculum in which science instruction included hands-on activities as well as literacy events such as the reading of informational books and the writing of various scientific texts. The study included long-term participant observation of the children during their science lessons. Interviews of the teachers and children were also conducted. The findings indicate that, in this community, the process of learning how to express new scientific ideas in word and images is a complex one, in which children must simultaneously take up distinct theoretical ideas, scientific vocabulary, generic text structure, generic linguistic skills, methods of illustration to express empirical and theoretical ideas, and audience awareness. Writing in this science classroom was highly scaffolded by classroom discussion, teacher read-alouds, hands-on activities, and teacher modeling, as well as by the kinds of writing tasks (or genre set) that were made available to children. Three children, Hannah, Jason, and Rose, took up various aspects of this scaffolding in unique ways, producing unique forms of scientific writing and drawing as they constructed meanings in science. The study provides insights into the relationship between contextual influences and young children's appropriation of scientific discourse. The study has implications for elementary school science instruction, at a time when "scientific literacy" is highly contested.

  13. Project first and eye on the sky: strategies for teaching space science in the early grades

    NASA Astrophysics Data System (ADS)

    Paglierani, R.; Hawkins, I.

    Elementary educators typically have only limited opportunity to teach substantive science units. This is due, in great part, to the current primary focus on literacy and mathematics instruction in the early grades. It is not surprising then, that the time and resources allocated to science teaching are significantly less than those allocated to language arts and mathematics. The integration of elementary science curricula with language arts provides one means of addressing the challenge of maintaining a robust science presence in the elementary classroom. Project FIRST's Eye on the Sky suggests a model for the successful integration of science instruction with language arts through inquiry-based learning. The model has been adopted by other Education/Public Outreach efforts, most recently, the Cassini- Huygens Mission and the Space Telescope Institute. We will present Eye on the Sky: Our Star the Sun, a suite of integrated, inquiry-based lessons designed specifically for K-4 students and discuss data showing the program's impact on the user audience. These materials offer an exciting opportunity to explore the dynamic Sun and share research discoveries of NASA's Sun-Earth Connection with the elementary education community. The lessons were developed and tested by UC Berkeley educators and NASA scientists in partnership with classroom teachers. We will review the program components and examine the benefits and challenges inherent in implementing such a program in the elementary school setting.

  14. The utility of a 5th nap in multiple sleep latency test

    PubMed Central

    Lykouras, Dimosthenis; Rees, Kate

    2016-01-01

    Background This is the first study that aimed to look specifically at the utility of the 5th nap in the multiple sleep latency test (MSLT), a test used to assist in the diagnosis of narcolepsy. Methods Data was retrospectively collected from the Sleep Disorders Centre of a Tertiary Hospital on patients that had a 5th nap during their MSLT from the 08th November 2011 to 12th November 2014. Results Fifty-three patients had a 5th nap performed out of 378 MSLT studies. In 16% of cases a diagnosis of narcolepsy was given directly due to the inclusion of the 5th nap on the MSLT. Here a 5th nap allowed diagnostic criteria of mean sleep latency <8 minutes and >2 SOREMPS to be met. In 53% of cases the mean sleep latency increased due to 5th nap inclusion; the mean sleep latency of the first four naps was 5.6 vs. 6.7 after inclusion of the 5th nap. Conclusions The 5th nap is not often performed within the MSLT studies. Our study shows that only a few patients may benefit from a 5th nap opportunity which also led to increase of the mean sleep latency at the expense of extra time, cost, labour and increased patient anxiety. PMID:26904269

  15. Gender differences in tenth-grade students' attitudes toward science: The effect of school type

    NASA Astrophysics Data System (ADS)

    Ndakwah, Ernestine Ajame

    The focus of this mixed methods study was on 10th grade students' attitudes towards science. Its purpose was to examine the effect of gender and school-type on attitudes toward science. Research on attitudes toward science has focused on gender, school level, and classroom environment. Relatively little has been done on the effect of school type. In the present study, school type refers to the following variables; private vs. public, single-sex vs. coeducational and high vs. low-achieving schools. The quantitative component of the study allowed the researcher to determine whether there are gender differences in attitudes toward science based on the school type variables being investigated. The Test of Science Related Attitudes (TOSRA) was the instrument used to provide quantitative data for this aspect of the study. TOSRA is a Likert scale consisting of seven subscales measuring different aspects of science attitudes. The qualitative component, on the other hand, explored students' perspectives on the factors, which were influential in the development of the attitudes that they hold. The events and experiences of their lives in and out-of-school, with respect to science, and the meanings that they make of these provided the data from which their attitudes toward science could be gleaned. Data for this component of the study was gathered by means of in-depth focus group interviews. The method of constant comparative analysis was used to analyze the interview transcripts. Statistical treatment of the questionnaire data involved the use of t tests and ANOVA. Findings did not reveal any gender differences on the total attitude scores although there were some differences on some of the subscales. School type did not appear to be a significant variable in students' attitudes to science. The results of both quantitative and qualitative components show that instructional strategy and teacher characteristics, both of which are components of the classroom environment are

  16. The understandings and meanings eight seventh and eighth grade Latinas gave to science

    NASA Astrophysics Data System (ADS)

    Parker, Carolyn Ann

    My study examined the experiences of eight seventh and eighth grade girls of Central American descent, in and out of the science classroom. The study was interpretive in design and explored the question, "How did the eight participants understand and make meaning of science?" Guided by a sociocultural perspective and a socially critical stance, I explored issues of educational access, particularly to science, mediated by the relationships and experiences formed by families, peers, science classrooms, schools, and society. Data sources included monthly individual interviews, regular focus group meetings, school observations, and interviews with teachers and family members. Findings include the importance of school science experiences that emphasize hands-on activities and the study of topics relevant to students' everyday lives. School influences that I discuss include English-as-a-Second Language learning, English language ability and its effect on classroom interactions, ability grouping, standardized testing, and teachers' instructional practices. Out-of-school influences I examine include the national science education reform movement, familial expectations, and society and the media's portrayal of science and the scientist. The implications and recommendations of the study are particularly germane to practice. Recommendations for the science classroom include a continued emphasis on hands-on science experiences that incorporate high academic expectations for all students, including second-language learners. Moreover, curriculum should be connected and relevant to students' everyday experiences. Recommendations for outside-the-science classroom include a thoughtful examination of the educational environment created by a school's tracking policy and continued support of meaningful professional development experiences for teachers. Future research and the subsequent development of theory should include a further analysis of the influence of gender, ethnicity

  17. Eighth-grade science teachers use of instructional time: Examining questions from the Third International Mathematics and Science Study (TIMSS) and comparing TIMSS and National Science Foundation questionnaires

    NASA Astrophysics Data System (ADS)

    Davidson, Anne Burgess

    Did the Third International Mathematics and Science Study (TIMSS) ask science teachers the right questions about their use of instructional time? Part I of this 2-part study used the TIMSS database to answer the question: Do 8th grade science teachers in the U.S., Czech Republic, Hungary, Japan, and Korea differ significantly in their perceived use of instructional time? Using the instructional activities in the TIMSS teacher question "How did the lesson proceed?" the teacher-reported times were analyzed using a repeated measures multivariate analysis. Significant differences were found between teacher-reported times in the U.S. and the other 4 TIMSS countries, whose 8th grade students outperformed U.S. students on TIMSS achievement tests. Post-hoc analysis indicated that TIMSS U.S. 8th grade science teachers report spending more time on homework in class, on group activities, and on lab activities, but less time on topic development, than TIMSS teachers from some or all of the other countries. Part II of this study further examined the question "How did the lesson proceed?" by videotaping 6 classes of 8th grade science in Alabama and Virginia and comparing observer coding of the video to the teachers' recalled descriptions of the same class. The difference between observer and teacher responses using TIMSS categories was not significant; however, 43% of the total variance was explained by whether the teacher or the observer reported the times for the instructional activities. The teachers also responded to questions from the NSF Local Systemic Change Through Teacher Enhancement K--8 Teacher Questionnaire to describe the same class. The difference found between the teacher and the observer coding was not significant, but the amount of variance explained by the data source (observer or teacher) dropped to 33% when using NSF student activity categories and to 26% when using NSF teacher activity categories. The conclusion of this study was that questionnaires to

  18. Predictors of the science achievement of eighth-grade students in the parish schools of the Archdiocese of Philadelphia

    NASA Astrophysics Data System (ADS)

    Shaw, Rosalie J. Papa

    National and international studies of science achievement point to a declining trend as students move from early elementary school through high school. Internationally, United States' science students are well above average in grade 4, slightly above average in grade 8, and well below average in grade 12. This study focused on eighth grade students and their seventh grade science teachers in the parish elementary schools of the Archdiocese of Philadelphia. Of particular interest was the possibility that a teacher who "feels confident" about his/her ability to teach science will teach it well, whether or not he/she has extensive formal science training. The research question was: Which of the selected variables, including the teachers' science-teaching self-efficacy beliefs, gender, age, years of teaching experience, years of science teaching experience, certification, highest degree earned, college major, and number of college science courses taken, class size, school size, school location, prior science achievement in the school, the students' general aptitude and overall achievement, as well as the economic status of their families, are predictors of student achievement in science at the eighth grade level? Initial correlational analyses revealed that eight of the eighteen variables were significantly correlated with science achievement. These variables were the schools' location and prior science achievement, students' overall achievement, general ability, and family income, and teachers' certification, overall science-teaching self-efficacy beliefs and personal science-teaching self-efficacy beliefs. Schools were then divided into the highest- and lowest-scoring groups based on TerraNova science subtest scores. Other variables based on TerraNova data were not analyzed further. The remaining five variables were analyzed using the appropriate t-tests to determine which, if any, were significantly different in the highest- and lowest-scoring groups. t-Tests showed

  19. An investigation of gender and grade-level differences in middle school students' attitudes about science, in science process skills ability, and in parental expectations of their children's science performance

    NASA Astrophysics Data System (ADS)

    White, Terri Renee'

    The primary purpose of the study was to examine different variables (i.e. science process skill ability, science attitudes, and parents' levels of expectation for their children in science, which may impinge on science education differently for males and females in grades five, seven, and nine. The research question addressed by the study was: What are the differences between science process skill ability, science attitudes, and parents' levels of expectation in science on the academic success of fifth, seventh, and ninth graders in science and do effects differ according to gender and grade level? The subjects included fifth, seven, and ninth grade students ( n = 543) and their parents (n = 474) from six rural, public elementary schools and two rural, public middle schools in Southern Mississippi. A two-way (grade x gender) multivariate analysis of variance (MANOVA) was used to determine the differences in science process skill abilities of females and males in grade five, seven, and nine. An additional separate two-way multivariate analysis of variance (grade x gender) was also used to determine the differences in science attitudes of males and females in grade five, seven, and nine. A separate analysis of variance (PPSEX [parent's gender]) with the effects being parents' gender was used to determine differences in parents' levels of expectation for their childrens' performance in science. An additional separate analysis of variance (SSEX [student's gender]) with the effects being the gender of the student was also used to determine differences in parents' levels of expectation for their childrens' performance in science. Results of the analyses indicated significant main effects for grade level (p < .001) and gender (p < .001) on the TIPS II. There was no significant grade by gender interaction on the TIPS II. Results for the TOSRA also indicated a significant main effect for grade (p < .001) and the interaction of grade by sex ( p < .001). On variable ATT 5

  20. TIMSS and PIRLS 2011: Relationships among Reading, Mathematics, and Science Achievement at the Fourth Grade--Implications for Early Learning

    ERIC Educational Resources Information Center

    Martin, Michael O., Ed.; Mullis, Ina V. S., Ed.

    2013-01-01

    TIMSS (Trends in International Mathematics and Science Study) is an international assessment of mathematics and science at the fourth and eighth grades that has been conducted every four years since 1995, with the most recent assessment in 2011. PIRLS (Progress in International Reading Literacy Study) is an international assessment of reading…

  1. Elementary Students' Self-Efficacy Beliefs in Science: Role of Grade Level, Gender, and Socio-Economic Status

    ERIC Educational Resources Information Center

    Karaarslan, Guliz; Sungur, Semra

    2011-01-01

    This study examined grade level and gender difference with respect to elementary students' science and technology self-efficacy. Additionally, relationship between socio-economic status (SES) and self-efficacy was examined. A total of 145 elementary students participated in the study. Self efficacy towards Science and Technology Scale was used to…

  2. Effects of 3D Virtual Reality of Plate Tectonics on Fifth Grade Students' Achievement and Attitude toward Science

    ERIC Educational Resources Information Center

    Kim, Paul

    2006-01-01

    This study examines the effects of a teaching method using 3D virtual reality simulations on achievement and attitude toward science. An experiment was conducted with fifth-grade students (N = 41) to examine the effects of 3D simulations, designed to support inquiry-based science curriculum. An ANOVA analysis revealed that the 3D group scored…

  3. Studying Light in the Fifth Grade: A Case Study of Text-Based Science Teaching. Research Series No. 129.

    ERIC Educational Resources Information Center

    Slinger, Lucille A.; And Others

    This study documents text-based science instruction as it actually occurred in the classroom of a fifth-grade teacher teaching the unit on light found in "Exploring Science" by M.K. Blecha, P.C. Gega, and M. Green (1979, Laidlaw Brothers). The study, focusing on the nature of and reasons for the teacher's successes and failures, examined the…

  4. An Empirical Examination of the Effects of Family Commitment in Education on Student Achievement in Seventh Grade Science.

    ERIC Educational Resources Information Center

    Wang, Jianjun; Wildman, Louis

    1995-01-01

    Examination of data from the Longitudinal Study of American Youth (LSAY) to find effects of family commitment in education on student achievement in seventh-grade science found that around 22% of the variance in student science achievement could be explained by the selected significant LSAY variables. (Author/MKR)

  5. Investigating the Effects of a DNA Fingerprinting Workshop on 10th Grade Students' Self Efficacy and Attitudes toward Science.

    ERIC Educational Resources Information Center

    Sonmez, Duygu; Simcox, Amanda

    The purpose of this study was investigate the effects of a DNA Fingerprinting Workshop on 10th grade students' self efficacy and attitudes toward science. The content of the workshop based on high school science curriculum and includes multimedia instruction, laboratory experiment and participation of undergraduate students as mentors. N=93…

  6. Women, Men, and Academic Performance in Science and Engineering: The Gender Difference in Undergraduate Grade Point Averages

    ERIC Educational Resources Information Center

    Sonnert, Gerhard; Fox, Mary Frank

    2012-01-01

    Using longitudinal and multi-institutional data, this article takes an innovative approach in its analyses of gender differences in grade point averages (GPA) among undergraduate students in biology, the physical sciences, and engineering over a 16-year period. Assessed are hypotheses about (a) the gender ecology of science/engineering and (b) the…

  7. What Third-Grade Students of Differing Ability Levels Learn about Nature of Science after a Year of Instruction

    ERIC Educational Resources Information Center

    Akerson, Valarie; Nargund-Joshi, Vanashri; Weiland, Ingrid; Pongsanon, Khemmawadee; Avsar, Banu

    2014-01-01

    This study explored third-grade elementary students' conceptions of nature of science (NOS) over the course of an entire school year as they participated in explicit-reflective science instruction. The "Views of" NOS-D (VNOS-D) was administered pre instruction, during mid-school year, and at the end of the school year to track…

  8. The implementation of a learning contract and the effects on the learning experiences of seventh-grade life science students

    NASA Astrophysics Data System (ADS)

    Harmon, Sally Baden

    2001-07-01

    The purposes of this case study were to describe how a learning contract was implemented for a seventh-grade life science class and to discover its effects on the learning experiences of the students. A learning contract was a written agreement between the student and the teacher in which the student agreed to complete a variety of assignments for a particular grade. Learning contracts were issued to the students for three grading periods of six weeks. A total of 137 students participated in the case study, which began in September 1997 and culminated at the end of the third grading period in January 1998. The data were collected from three groups: (a) 137 seventh-grade life science students, (b) 48 parents, and (c) the classroom teacher-researcher. In order to guide the collection and analysis of data, twenty-four questions were developed. These questions were then compiled into two surveys. Responses from the student survey indicated that students: (a) signed up for an A more than any other grade, (b) liked working in teams, (c) found it easy to find assignments, (d) set goals to earn high grades, and (e) felt good about their science grades. For the first grading period, eighty-nine percent of parents surveyed responded that they were aware of their children's learning contract grade, and sixty-two percent of the parents surveyed responded that they were satisfied with their children's academic performance using the learning contract. Taped interviews were conducted with former seventh-grade students and the teacher-researcher. In the taped interviews, students told of their positive learning experiences. The teacher-researcher kept a daily journal and used its contents as data. As a result of this case study, the students and the teacher-researcher supported the continued use of the learning contract for the next school year.

  9. The Growing Classroom: A Garden-Based Science and Nutrition Curriculum for 2nd through 6th Grades. Book 2: Science.

    ERIC Educational Resources Information Center

    Appel, Gary; And Others

    This guide for teaching science is Book Two in Project Life Lab's (Santa Cruz, California) three-part curriculum for a garden-based science and nutrition program for grades 2-6. The curriculum is designed for use as an integrated program, but the books can be used independently. It is suggested that the use of student journals can greatly enhance…

  10. Invitations to Cells: Life's Building Blocks. Teacher-Friendly Science Activities with Reproducible Handouts in English and Spanish. Grades 3-5. Living Things Science Series.

    ERIC Educational Resources Information Center

    Camp, Carole Ann, Ed.

    This booklet, one of six in the Living Things Science series, presents activities about cells which address basic "Benchmarks" suggested by the American Association for the Advancement of Science for the Living Environment for grades 3-5. Contents include background information, vocabulary (in English and Spanish), materials, procedures, extension…

  11. Invitations to Heredity: Generation to Generation. Teacher-Friendly Science Activities with Reproducible Handouts in English and Spanish. Grades 3-5. Living Things Science Series.

    ERIC Educational Resources Information Center

    Camp, Carole Ann, Ed.

    This booklet, one of six in the Living Things Science series, presents activities about heredity and genetics which address basic "Benchmarks" suggested by the American Association for the Advancement of Science for the Living Environment for grades 3-5. Contents include background information, vocabulary (in English and Spanish), materials,…

  12. Invitations to Evolving. Teacher-Friendly Science Activities with Reproducible Handouts in English and Spanish. Grades 3-5. Living Things Science Series.

    ERIC Educational Resources Information Center

    Camp, Carole Ann, Ed.

    This booklet, one of six in the Living Things Science series, presents activities about evolution which address basic "Benchmarks" suggested by the American Association for the Advancement of Science for the Living Environment for grades 3-5. Contents include background information, vocabulary (in English and Spanish), materials, procedures,…

  13. Invitations to the Matter-Energy Cycle. Teacher-Friendly Science Activities with Reproducible Handouts in English and Spanish. Grades 3-5. Living Things Science Series.

    ERIC Educational Resources Information Center

    Camp, Carole Ann, Ed.

    This booklet, one of six in the Living Things Science series, presents activities about matter and energy which address basic "Benchmarks" suggested by the American Association for the Advancement of Science for the Living Environment for grades 3-5. Contents include background information, vocabulary (in English and Spanish), materials,…

  14. Science and Technology Teachers' Opinions about Problems Faced While Teaching 8th Grade Science Unit "Force and Motion" and Suggestions for Solutions

    ERIC Educational Resources Information Center

    Bozdogan, Aykut Emre; Uzoglu, Mustafa

    2015-01-01

    The aim of this study is to explore the problems encountered while teaching force and motion unit in 8th grade science and technology course from teachers' perspectives and offer solutions to eliminate these problems. The study was conducted with 248 science and technology teachers working in 7 regions in Turkey in 2012-2013 academic year.…

  15. Invitations to Interdependence: Caught in the Web. Teacher-Friendly Science Activities with Reproducible Handouts in English and Spanish. Grades 3-5. Living Things Science Series.

    ERIC Educational Resources Information Center

    Camp, Carole Ann, Ed.

    This booklet, one of six in the Living Things Science series, presents activities about ecosystems which address basic "Benchmarks" suggested by the American Association for the Advancement of Science for the Living Environment for grades 3-5. Contents include background information, vocabulary (in English and Spanish), materials, procedures,…

  16. A Case for Culturally Relevant Teaching in Science Education and Lessons Learned for Teacher Education

    ERIC Educational Resources Information Center

    Mensah, Felicia Moore

    2011-01-01

    In this article, the researcher discusses three elementary pre-service teachers' experiences in co-planning and co-teaching a Pollution Unit in a 4th-5th grade science classroom in New York City. The study makes use of microteaching papers, lesson plans, researcher classroom observations, interviews, and informal conversations to elicit lessons…

  17. An Analysis of the Science Curricula in Turkey with Respect to Spiral Curriculum Approach

    ERIC Educational Resources Information Center

    Yumusak, Güngör Keskinkiliç

    2016-01-01

    This paper aims to analyze the science curricula which is being implemented in Turkey with respect to spiral curriculum approach. To carry out this analyze 3th, 4th, 5th, 6th, 7th and 8th grade education programs are analyzed correlatively based on qualitative research method. The research findings were analyzed in terms of iterative revisiting of…

  18. Multilevel Models for Estimating the Effect of Implementing Argumentation-Based Elementary Science Instruction

    ERIC Educational Resources Information Center

    Shelley, Mack; Gonwa-Reeves, Christopher; Baenziger, Joan; Seefeld, Ashley; Hand, Brian; Therrien, William; Villanueva, Mary Grace; Taylor, Jonte

    2012-01-01

    The purpose of this paper is to examine the impact of implementation of the Science Writing Heuristic (SWH) approach at 5th grade level in the public school system in Iowa as measured by Cornell Critical Thinking student test scores. This is part of a project that overall tests the efficacy of the SWH inquiry-based approach to build students'…

  19. An Analysis of Eye Movement and Cognitive Load about the Editorial Design in Elementary Science Textbook

    ERIC Educational Resources Information Center

    Kim, Seong-un; Lim, Sung-man; Kim, Eun-ae; Yang, Il-ho

    2016-01-01

    This study is for the implication of editorial design in science textbooks which are designed for student-centered instruction, when the elements of the editorial design are different, we focus on how the students' eye movement and cognitive load change. For this, we produced a new book for 5th grade students in elementary school that is modified…

  20. An Evaluation of Elementary School Science Kits in Terms of Classroom Environment and Student Attitudes

    ERIC Educational Resources Information Center

    Houston, Linda Scott; Fraser, Barry J.; Ledbetter, Cynthia E.

    2008-01-01

    Student perceptions of classroom environment can provide useful criteria for evaluating educational alternatives. The My Class Inventory (MCI) was used with 588 3rd- to 5th-grade students in Texas in evaluating the effectiveness of instruction using a textbook, science kits, or a combination of both. Various analyses attested to the factorial…

  1. Field experience in science for fifth grade students---a mixed methods study of learning environments

    NASA Astrophysics Data System (ADS)

    Patterson, Barbara E.

    The purpose of this research is to compare students' perceptions of the learning environment in a traditional science classroom and a field study classroom. This mixed methods study used a sequential explanatory design. Phase one was the quantitative phase using two survey tools. A modified version of the "What is happening in this Classroom Survey" (WIHIC) (Fraser et al., 1996) and the "Test of Science Related Attitudes" (TOSRA) (Fraser, 1982) was administered to 60 fifth grade students from one school. Data was then disaggregated by socioeconomic class and ethnicity. Results from Phase one showed that students prefer the classroom for investigation and prefer the field environment for enjoyment of science. Differences in ethnicity and class were small but Hispanic students prefer the field for investigation and equity. Students that are low socio-economic class rank cooperation in the field higher than the classroom and students that do not qualify for free or reduced lunch prefer the field environment for enjoyment of science. Finally, there are strong correlations for the variables of cooperation, investigation, equity and enjoyment of science in both the classroom and the field environment. Questions raised from the analysis of the survey data were further explored through qualitative data collection methods in phase two. Student responses to three questions were coded using template analysis to provide answers to the "how and why" field experience effects students' attitudes toward science. Three themes emerged from the coding of the results. These results showed that students are physically engaged, develop a sense of place and learn skills in the field that reinforce concepts learned in the classroom. This information will help teachers in developing quality and meaningful experiences for all students. "Closing the gaps among minority groups while improving achievement of all students constitutes the dual goals of education in the nation" (Lee et al., 2004

  2. Children's Reasoning as Collective Social Action through Problem Solving in Grade 2/3 Science Classrooms

    NASA Astrophysics Data System (ADS)

    Kim, Mijung

    2016-01-01

    Research on young children's reasoning show the complex relationships of knowledge, theories, and evidence in their decision-making and problem solving. Most of the research on children's reasoning skills has been done in individualized and formal research settings, not collective classroom environments where children often engage in learning and reasoning together to solve classroom problems. This study posits children's reasoning as a collective social activity that can occur in science classrooms. The study examined how children process their reasoning within the context of Grade 2/3 science classrooms and how the process of collectivity emerges from classroom interactions and dialogue between children as they attempt to solve their classroom problems. The study findings suggest that children's reasoning involves active evaluation of theories and evidence through collective problem solving, with consensus being developed through dialogical reasoning.

  3. The longitudinal impact of an eighth-grade inquiry curriculum on students' beliefs and achievement in science

    NASA Astrophysics Data System (ADS)

    Madhok, Jacqueline Joan

    2006-12-01

    Education in science should foster beliefs and skills that promote lifelong learning. This research addresses four main questions: (1) Do students' beliefs about science and science learning align with autonomous learning as a result of participation in an inquiry science curriculum? (2) How do beliefs about science and science learning correlate with achievement in school science? (3) Do changes in beliefs about science and science learning persist after the instruction that influences them is completed? (4) How do beliefs about science and science learning interact with achievement for specific groups, including low achieving students, and males and females? These questions are evaluated in the context of a longitudinal study of 42 eighth grade science students. This research analyzes students' achievements in an inquiry science curriculum over an 11-year period, as well as longitudinally, in order to demonstrate that beliefs about science and learning influence achievement in science, i.e., students who adopt an autonomous learning perspective are hypothesized to succeed in school science and show continuous interest in careers that include science. The large sample study provides a valuable large-scale analysis of this curriculum across 11 years with more than 1300 students. The longitudinal study follows 42 students through high school, contrasting attitudes toward science, achievements and career goals of At-risk and Typical students and providing a unique view of how students' beliefs evolve over a substantial portion of their schooling, and in a few cases, into college and career. Results showed significant gains in students' beliefs during the eighth grade curriculum, followed by a general pattern of continuing increase through the 9th grade and a subsequent decline by the end of the l1 th grade. Questions are raised about how high school classes may negatively affect students' beliefs. The studies reported here are particularly important in their emphasis

  4. The Delphi Technique in Identifying Learning Objectives for the Development of Science, Technology and Society Modules for Palestinian Ninth Grade Science Curriculum

    NASA Astrophysics Data System (ADS)

    Abualrob, Marwan M. A.; Gnanamalar Sarojini Daniel, Esther

    2013-10-01

    This article outlines how learning objectives based upon science, technology and society (STS) elements for Palestinian ninth grade science textbooks were identified, which was part of a bigger study to establish an STS foundation in the ninth grade science curriculum in Palestine. First, an initial list of STS elements was determined. Second, using this list, ninth grade science textbooks and curriculum document contents were analyzed. Third, based on this content analysis, a possible list of 71 learning objectives for the integration of STS elements was prepared. This list of learning objectives was refined by using a two-round Delphi technique. The Delphi study was used to rate and to determine the consensus regarding which items (i.e. learning objectives for STS in the ninth grade science textbooks in Palestine) are to be accepted for inclusion. The results revealed that of the initial 71 objectives in round one, 59 objectives within round two had a mean score of 5.683 or higher, which indicated that the learning objectives could be included in the development of STS modules for ninth grade science in Palestine.

  5. An effective science tutorial model for at-risk, academically unacceptable students in grades 4 -- 8: A Delphi study

    NASA Astrophysics Data System (ADS)

    Adair, J. Kathleen

    This study explored science-specific strategies and materials that might be effective components in a Response to Intervention (RTI) science tutorial model for at-risk, academically unsuccessful students in grades 4 -- 8. Through an iterative Delphi process of responding to three rounds of questionnaires, a nationwide panel of 63 experts in the field of science education identified and came to consensus on 44 effective strategies and six instructional materials and types of equipment for supplemental instruction in science, resulting in a three tier RTI tutorial model. This model provides an initial guide for science educators in applicable practices for each tier of the RTI framework, and was developed to assist administrators, program managers, and science educators in developing effective, systemic RTI instructional programming for science education in grades 4 -- 8, and may provide an additional planning tool in determining evidence-based practices that may lead to achievement for at-risk, academically unsuccessful students in grades 4 -- 8. Future research on specific intervention strategies within science and their effects on science achievement are needed, as well as a further examination to test the efficacy of the model on rates of science achievement for at-risk, academically unsuccessful students.

  6. Formal operational reasoning modes: Predictors of critical thinking abilities and grades assigned by teachers in science and mathematics for students in grades nine through twelve

    NASA Astrophysics Data System (ADS)

    Bitner, Betty L.

    To test the hypothesis that formal operational reasoning modes are predictors of critical thinking abilities and grades assigned by teachers in science and mathematics, in September 1986 the Group Assessment of Logical Thinking (GALT) and in December 1986 the Watson-Glaser Critical Thinking Appraisal (WGCTA) were administered to 101 rural students in Grades 9 through 12. The grades assigned by teachers were collected in May 1987. Construct and criterion-related validities and internal-consistency reliability using Cronbach's alpha method were established on the GALT. On the WGCTA, content and construct validities and internal consistency reliability using the split-half procedure, coefficient of stability, and coefficient of equivalence were established. The five formal operational reasoning modes in the GALT were found to be significant predictors of critical thinking abilities and grades assigned by teachers in science and mathematics. The variance in the five critical thinking abilities attributable to the five formal operational reasoning modes ranged between 28% and 70%. The five formal operational reasoning modes explained 29% of the variance in mathematics achievement and 62% of the variance in science achievement.

  7. Attitudes of eighth-grade honors students toward the conceptual change methods of teaching science

    NASA Astrophysics Data System (ADS)

    Heide, Clifford Lee

    1998-12-01

    The study researched the attitude of eighth grade honors science students toward the steps of the conceptual change teaching method. The attitudes of 25 students in an honors 8th grade science class in the Greater Phoenix metropolitan area were assessed using a multi-method approach. A quantitative method (student survey) and a qualitative method (focus group) were triangulated for convergence. Since conceptual change is a relatively new reform teaching modality, the study assessed students' attitudes utilizing this method. Conceptual change teaching is characterized by connections between concepts and facts which are organized around key ideas. Knowledge connected through concepts is constantly revised and edited by students as they continue to learn and add new concepts. The results of this study produced evidence that the conceptual change method of teaching science and its six process steps have qualities that foster positive student attitude. The study demonstrated that students' attitudes toward science is positively influenced through the conceptual change teaching method by enabling students to: (1) choose problems and find solutions to those problems (student directed); (2) work together in large and small groups; (3) learn through student oral presentations; (4) perform hands-on laboratory experiences; (5) learn through conceptual understanding not memorization; (6) implement higher order learning skills to make connections from the lab to the real world. Teachers can use the information in the study to become aware of the positive and negative attitudes of students taught with the conceptual change method. Even if the conceptual change teaching strategy is not the modality utilized by an educator, the factors identified by this study that affect student attitude could be used to help a teacher design lesson plans that help foster positive student attitudes.

  8. Need for Specific Sugar-Sweetened Beverage Lessons for 4th and 5th Graders

    PubMed Central

    Bea, Jennifer W.; Jacobs, Laurel; Waits, Juanita; Hartz, Vern; Martinez, Stephanie H.; Standfast, Rebecca D.; Farrell, Vanessa A.; Bawden, Margine; Whitmer, Evelyn; Misner, Scottie

    2015-01-01

    Objective Consumption of sugar-sweetened beverages (SSB) is linked to obesity. We hypothesized that school-based nutrition education would decrease SSB consumption. Design Self-selected interventional cohort with random selection for pre and post measurements Setting Arizona SNAP-Ed eligible schools Participants Randomly selected (9%) 4th and 5th grade classroom students Intervention The University of Arizona Nutrition Network (UANN) provided general nutrition education training and materials to teachers, to be delivered to their students. The UANN administered behavioral questionnaires to students in both Fall and Spring. Main Outcome Measure(s) Change in SSB consumption Analyses Descriptive statistics were computed for student demographics and beverage consumption on the day prior to testing. Paired t-tests evaluated change in classroom averages. Linear regression assessed potential correlates of SSB consumption. Results Fall mean SSB consumption was 1.1 (±0.2) times; mean milk and water intake were 1.6 (±0.2) and 5.2 (±0.7) times, respectively. Beverage consumption increased (3.2%) in springtime, with increased SSBs (14.4%) accounting for the majority (p=0.006). Change in SSB consumption was negatively associated with baseline SSB and water consumption, but positively associated with baseline milk fat (p≤0.05). Conclusions and Implications The results suggest the need for beverage specific education to encourage children to consume more healthful beverages in warmer weather. PMID:25239840

  9. The effects of school policies and practices on eighth-grade science achievement: A multilevel analysis of TIMSS

    NASA Astrophysics Data System (ADS)

    Smyth, Carol Ann Mary

    Identifying the relative importance of both alterable school policies and fairly stable contextual factors as they relate to middle level science achievement, a domain of identified national concern, requires simultaneous investigation of multilevel predictors (i.e., student level and school level) specific to the grade level and academic subject area. The school level factors are predictors associated with both the school (e.g., average socioeconomic status, tracking, and instructional time) and the classroom (e.g., average academic press of peers, teacher collaboration, and instructional strategies). The current study assessed the effects of school policies, practices, and contextual factors on the science achievement of eighth grade students. These influences were considered to be both additive (i.e., influencing the mean achievement in a school after controlling for student characteristics) and interactive (i.e., affecting the relationships between student background characteristics and individual achievement). To account for the nested structure of predictors and cross level interactions among predictors, a multilevel model for middle level science achievement was estimated using hierarchical linear modeling (HLM) with data collected from eighth grade students, science teachers, and administrators in 1995 as part of the Third International Mathematics and Science Study (TIMSS). The major findings of this research suggest that although average eighth grade science achievement in a school was primarily associated with the contextual characteristics of the classroom and the school (e.g., average socioeconomic status and average academic press), both the academic differentiating influence of prior achievement and the social differentiating influence of parental education on the science achievement of eighth grade students were related not only to contextual characteristics of the classroom and the school, but also to the instructional policies of the classroom

  10. Achieving a coherent curriculum in second grade: Science as the organizer

    NASA Astrophysics Data System (ADS)

    Park Rogers, Meredith A.

    The purpose of this study was to examine how a team of four second grade teachers used their approach to teaching science as a means for designing and implementing a coherent curriculum. Within this study, curriculum coherency refers to making logical instructional connections that are both visible and explicit for students. A teacher using a common teaching strategy or critical thinking skills in such a way that the commonalities between subject areas are clearly demonstrated to students is one example of curriculum coherency. The research framework guiding this study was phenomenology; I used a case study method for data analysis. The primary data source was field notes gathered during 10 weeks of classroom observations. Secondary data sources included observations of team meetings, two sets of interviews with each of the four teachers, an interview with the school principal, and artifacts used and developed by the teachers. An analysis of the data led me to interpret the following findings: (1) the teachers viewed science as a tool to motivate their students to learn and believed in teaching science through an inquiry-based approach; (2) they described science inquiry as a process of thinking organized around questions, and saw their teaching role as shifting between guided and open classroom inquiry; (3) they taught all subjects using an inquiry-based approach, emphasized the process skills associated with doing scientific inquiry, and consistently used the language of the process skills throughout their instruction of all disciplines; (4) their team's collaborative approach played a significant role in achieving their vision of a coherent curriculum; the successfulness of their collaboration relied on the unique contributions of each member and her commitment to professional development. This study demonstrates how an inquiry-based science curriculum can provide educators with an effective model for designing and implementing a coherent curriculum. Furthermore

  11. Highlights of the 5th Annual ATS Convention

    NASA Astrophysics Data System (ADS)

    Talbot, Stuart

    The convention was held in Bath, hosted by Ron Maddison. The Lord Mayor of Bath held a reception in the Roman Baths before the keynote address by Dr. Allan Chapman, The Brotherhood of Big Reflecting Telescopes: William Herschel to William Lassell. An ATS award was presented to Dr. Henry King for The History of the Telescope, as was one presented to Robert Hambleton, ATS editor. The lectures included one given by Patrick Moore, Peter Louwman, Rolf Willach, Eugene Rudd, and Ken Launie. Tours were conducted of the Science Museum London's Blythe House, the Royal Society, the Whipple Museum and the University Observatory, both at Cambridge, Wollsthorpe Manor, Issac Newton's home, the University of London Observatory at Mill Hill, and the Royal Observatory at Greenwich. Several pictures of the convention are included in the article.

  12. Closing the science achievement gap for ninth grade English learners through standards- and inquiry-based science instruction

    NASA Astrophysics Data System (ADS)

    Estrada, Myrna Hipol

    In light of the need to close the achievement gap among our culturally and linguistically diverse students, more specifically the Hispanics and the Hispanic English Learners (ELs), the effects of teacher professional development (2 year PD vs. 1 Year PD vs. no PD) on the implementation of a standards-aligned and inquiry-based science curriculum program---the Integrated Coordinated Science for the 21st Century published by It's About Time, Inc. (ICS-IAT)---on the LAUSD ninth graders science scores were examined. Participants included 8,937 9th grade students (7,356 Hispanics). The primary outcome measurement was scaled scores from the California Standard Test (CST) in Integrated Coordinated Science (CST_ICS1). Correlations between California English Language Development Test (CELDT) component subscores (reading, listening and speaking) and CST scores were also examined. Results indicated that the science scores of the students of teachers who participated in two year PD were significantly higher compared to the scores of students of the one year PD group and the control group. The results show that all ethnic groups benefited from two years of teacher PD, except the African American group. Among Hispanics, students classified as IFEP, RFEP and EO gained from the teachers having two years of professional development. But the target population, ELs did not benefit from two years of teacher PD. The correlations between the CELDT and CST_ELA were much higher than the CELDT and CST_ICS1 correlations. This finding validates Abedi's claim (2004) that EL students are disadvantaged because of their language handicap on tests that have a greater language load. Two year PD participation significantly enhanced the accessibility of science to the ninth graders. The essential features in the PD were classroom simulation of all the activities identified in the storyboard with the actual and correct use of needed equipment and materials; creation and presentation of sample or model

  13. A quantitative examination of school configurations in Tennessee using sixth grade math, reading, science, and social studies standardized test scores

    NASA Astrophysics Data System (ADS)

    Ramsey, Whitney J.

    The purpose of this study was to determine if there were differences in standardized test scores, expressed as percentage passing, in math, reading-language arts, science, and social studies by comparing 6th grade students in K--8 schools with those in 6--8 schools. The data were gathered from an analysis of 6th grade students' scores on the 2006--2007 TCAP standardized assessment test in the state of Tennessee. The relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient, proficient, or advanced level in each subject area was examined. The analysis was based on 5 research questions. A t-test for independent samples was used to identify the relationships between the independent variables, configuration of the school (K--8 or 6--8), and the dependent variables, the percent of students scoring below proficient, proficient, or advanced. A chi square analysis was used to identify the relationship between the proportion of K--8 schools meeting AYP versus the proportion of 6--8 schools meeting AYP. The study showed no relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient level in math, reading-language arts, and social studies. Similarly, there was not a significant difference between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the proficient level in math and reading-language arts and the advanced level in math, reading-language arts, and science. However, there was a significant relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient level and the proficient level in science and the percent of 6th grade students scoring at the proficient level and advanced level in social studies. In science, a lower percentage of 6th grade students in K--8 schools scored below proficient than did 6th grade students in 6--8 schools. In science, a higher

  14. Exploring first-grade teachers' use of children's literature in science instruction

    NASA Astrophysics Data System (ADS)

    Rish, Melany

    The purpose of this study is to explore, through the use of case studies, two early childhood teachers' methods of teaching science using children's literature and how it effects their students' conceptions of science concepts. Four research questions guided this study: how do teachers use children's literature to address science concepts during instruction? how are children's understandings of science concepts affected when teachers use children's trade books that provide inaccurate information on a particular topic/concept? how are children's understandings of a particular science concept clarified when teachers address a misconception presented on the topic in a children's book? when children have misconceptions about science concepts, how are those misconceptions corrected? Data sources included classroom observations, teacher interviews, student interviews, and document surveys. All interviews were transcribed, and field notes were taken and expanded on. These interview transcriptions and expanded field notes were coded; patterns and themes were identified. A comparison of the experience of these two classrooms was made with the research literature. Recurrent themes confirmed from multiple data sources provide validity for this study (triangulation). The teacher participants in this study chose books that contained many inaccuracies. The teachers utilized open-ended questions and discussion to address science concepts during instruction while using children's literature. After sharing the stories with students, the teachers almost always extended the book sharing experience with additional activities to reinforce concepts. Though the teachers used books with inaccuracies, it was difficult to distinguish the influence of the children's book, especially the fiction stories, since many of the first grade students are still learning to distinguish reality and fantasy. The results from this study do not provide enough information to say whether or not it is the

  15. The Development and Validation of a Measure of Student Attitudes toward Science, Technology, Engineering, and Math (S-STEM)

    ERIC Educational Resources Information Center

    Unfried, Alana; Faber, Malinda; Stanhope, Daniel S.; Wiebe, Eric

    2015-01-01

    Using an iterative design along with multiple methodological approaches and a large representative sample, this study presents reliability, validity, and fairness evidence for two surveys measuring student attitudes toward science, technology, engineering, and math (S-STEM) and interest in STEM careers for (a) 4th- through 5th-grade students…

  16. Building Model NASA Satellites: Elementary Students Studying Science Using a NASA-Themed Transmedia Book Featuring Digital Fabrication Activities

    ERIC Educational Resources Information Center

    Tillman, Daniel; An, Song; Boren, Rachel; Slykhuis, David

    2014-01-01

    This study assessed the impact of nine lessons incorporating a NASA-themed transmedia book featuring digital fabrication activities on 5th-grade students (n = 29) recognized as advanced in mathematics based on their academic record. Data collected included a pretest and posttest of science content questions taken from released Virginia Standards…

  17. The Effect of the Integration of Computing Technology in a Science Curriculum on Female Students' Self-Efficacy Attitudes

    ERIC Educational Resources Information Center

    Cady, Donna; Terrell, Steven R.

    2008-01-01

    Females are underrepresented in technology-related careers and educational programs; many researchers suggest this can be traced back to negative feelings of computer self-efficacy developed as early as the age of 10. This study investigated the effect of embedding technology into a 5th grade science classroom and measuring its effect on…

  18. "Why in This Bilingual Classroom … Hablamos Más Español?" Language Choice by Bilingual Science Students

    ERIC Educational Resources Information Center

    Stevenson, Alma D.

    2015-01-01

    This qualitative sociolinguistic research study examines Latino/a students' use of language in a science classroom and laboratory. This study was conducted in a school in the southwestern United States that serves an economically depressed, predominantly Latino population. The object of study was a 5th-grade bilingual (Spanish/English) class.…

  19. Attitudes towards Science Learning among 10th-Grade Students: A qualitative look

    NASA Astrophysics Data System (ADS)

    Raved, Lena; Ben Zvi Assaraf, Orit

    2011-06-01

    The twenty-first century is characterized by multiple, frequent and remarkable scientific advancements, which have a major effect on the decisions that govern everyday life. It is therefore vital to give proper comprehensive scientific education to the population and provide it with the right tools for decision-making. This in turn requires that we foster a positive attitude among students towards science studies and encourage them to choose sciences as their major subjects. The following study examines 10th-grade high school students in an attempt to understand and document the influential factors underlying their attitudes towards science studies. The study is conducted through a qualitative research methodology, gathering data based on interviews. This methodology exposes the students' feelings, views and beliefs, and explores the characteristics of the factors influencing students' attitudes. Of these factors, we found the most significant for high school students to be interpersonal interaction between teacher and student, the relevance and authenticity of the topics being studied, and the diversity of the teaching methods. We therefore suggest that these three elements should be given particular emphasis by teachers and teacher educators.

  20. The relationship between standards-based reporting systems and third-grade mathematics and science achievement

    NASA Astrophysics Data System (ADS)

    Prejean-Harris, Rose M.

    Over the last decade, accountability has been the driving force for many changes in education in the United States. One major educational reform effort is the standards-based movement with a focus of combining a number of processes that involve aligning curriculum, instruction, assessment and feedback to specific standards that are measureable and indicative of student achievement. The purpose of this study is to determine if the type of report card is a possible predictor of third grade student achievement on standardized tests in mathematics and science for the 2012 Criterion-Referenced Competency Test (CRCT). The results of this study concluded that the difference in test scores in mathematics and science for students in the traditional report card group was not statistically significant when compared to the scores of students in the standards-based report card group when controlling for poverty level, school locale, and school district. However, students in the traditional report card group scored an average of 1.01 point higher in mathematics and 2.27 points higher in science than students in the standards-based report card group.