Science.gov

Sample records for 5th grade science

  1. Elementary Science Guide -- 5th 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 5. 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…

  2. 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

  3. 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…

  4. 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…

  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 depends on 2005 science curriculum and two elementary science textbooks depend on 2013 science curriculum were researched. The study is a…

  6. 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…

  7. Time Management Problem in Science Course in Secondary School 5th-8th Grades in Turkey: Units Emphasized Less and the Reasons

    ERIC Educational Resources Information Center

    Bozdogan, Aykut Emre

    2016-01-01

    This study is carried out to reveal which units teachers who encounter problems about falling behind the science course curriculum in secondary school in the 5th grade through the 8th grade prefer to focus on less and the reasons for their preferences. Survey model was used in the research study. Total 302 science teachers from 28 different cities…

  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. 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

  12. 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.

  13. 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…

  14. 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

  15. 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…

  16. Determination of the Colour Preferences of 5th Grade Students in Relation to Gender

    ERIC Educational Resources Information Center

    Uysal, Hüseyin

    2016-01-01

    The purpose of this research is to determine the colour preferences of 5th grade students in relation to the concept of gender. The study was conducted with the 19 5th grade students studying at Central District of Bartin Province in 2015 to 2016 academic year. Throughout the research, quantitative research method had been used while survey had…

  17. 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…

  18. 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…

  19. 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,…

  20. 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,…

  1. Effects of the 5th and 7th grade enhanced versions of the keepin' it REAL substance use prevention curriculum.

    PubMed

    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, 7th, 5th + 7th, and control/comparison) by curriculum version [kiR-Plus vs. kiR-Acculturation Enhanced (AE)]. Students (n = 1984) completed 6 assessments through the end of 8th grade. The kiR curricula generally appear no more effective than the comparison schools' programming. Students receiving either version of the kiR intervention in only the 5th grade report greater increases in substance use than did control students. Receiving the kiR-AE version twice (both 5th and 7th grades) has benefits over receiving it once.

  2. 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.

  3. 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.

  4. RTP Speakers Bureau hosts EPA’s 5th Annual Science of Climate Change Workshop

    EPA Pesticide Factsheets

    On June 15-19, 2015, the Speakers Bureau hosted EPA’s 5th Annual Science of Climate Change Workshop in Research Triangle Park, bringing in a group of high-school students eager to learn about the science behind taking action on climate change.

  5. Malik Goes to School: Examining the Language Skills of African American Students from Preschool-5th Grade

    ERIC Educational Resources Information Center

    Craig, Holly K.; Washington, Julie A.

    2005-01-01

    "Malik Goes to School: Examining the Language Skills of African American Students From Preschool-5th Grade" synthesizes a decade of research by the authors, Holly Craig and Julie Washington, on the oral language and literacy skills of African American children from preschool to fifth grade. Their research has characterized significant influences…

  6. The acquired preparedness risk model applied to smoking in 5th grade children.

    PubMed

    Combs, Jessica L; Spillane, Nichea S; Caudill, Leann; Stark, Brittany; Smith, Gregory T

    2012-03-01

    The very early onset of smoking predicts numerous health problems. The authors conducted the first test of one risk model for elementary school age smoking, known as the acquired preparedness (AP) model of risk, in a cross-sectional sample of 309 5th grade children. The model posits that (a) impulsivity-related personality traits contribute to risk for a variety of risky, maladaptive behaviors; (b) smoking expectancies confer risk only for smoking; and (c) the personality traits contribute to the formation of high risk expectancies for reinforcement from smoking, which in turn increases the likelihood of early onset smoking. The model was supported: the high-risk personality traits distinguished children engaging in any risky, maladaptive behavior from other children, and the smoking expectancies differentiated smokers from all other children. The relationship between personality tendencies to act rashly when experiencing intense positive or negative emotions and smoker status was partially mediated by expectancies for reinforcement from smoking. This model should be investigated longitudinally.

  7. Using Functional Behavior Assessment to Match Task Difficulty for a 5th Grade Student: A Case Study

    ERIC Educational Resources Information Center

    Haydon, Todd

    2012-01-01

    We used an AB design with a control condition to examine the effects of an academic strategy on a student with a learning disability during a 5th grade math class. During baseline the student had high rates of disruptive behavior, low percentages of intervals of on-task behavior, and low percentages of correct responses. An antecedent-based…

  8. 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…

  9. Risk Factors for Elementary School Drinking: Pubertal Status, Personality, and Alcohol Expectancies Concurrently Predict 5th Grade Alcohol Consumption

    PubMed Central

    Gunn, Rachel L.; Smith, Gregory T.

    2010-01-01

    Little is known about the correlates and potential causes of very early drinking. The authors proposed this risk theory: (a) pubertal onset is associated with increased levels of positive urgency (the tendency to act rashly when experiencing intensely positive mood), negative urgency (the tendency to act rashly when distressed), and sensation seeking; (b) those traits predict increased endorsement of high-risk alcohol expectancies; (c) the expectancies predict drinker status among 5th graders; and (d) the apparent influence of positive urgency, negative urgency, and sensation seeking on drinker status is mediated by alcohol expectancies. The authors conducted a concurrent test of whether the relationships among these variables were consistent with the theory in a sample of 1,843 5th grade students. In a well-fitting structural model, their hypotheses were supported. Drinker status among 5th graders is not just a function of context and factors external to children: it is predictable from a combination of pubertal status, personality characteristics, and learned alcohol expectancies. PMID:20822192

  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. Peer Interaction During Collaborative Writing at the 4th/5th Grade Level.

    ERIC Educational Resources Information Center

    Nunn, Grace Gaeta

    A study was conducted to investigate oral language used in fourth- and fifth-grade student dyads in a collaborative writing setting in order to understand better how children learn to write. The study was based on a theoretical framework that emphasized the interrelatedness of thought, language, and learning. Following a pilot study, students 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. 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…

  14. The efficacy of a relationship building intervention in 5th grade.

    PubMed

    Miller, Cindy Faith; Kochel, Karen P; Wheeler, Lorey A; Updegraff, Kimberly A; Fabes, Richard A; Martin, Carol Lynn; Hanish, Laura D

    2017-04-01

    The present study reports initial efficacy data for a new school-based intervention - the Relationship Building Intervention (RBI) - that includes a series of teacher-facilitated, structured activities designed to promote positive peer relationships and inclusive classroom communities. The RBI was evaluated in fifth-grade classrooms by estimating multilevel model (MLM) analyses of covariance (ANCOVA) comparing 368 fifth-grade students in intervention classrooms with 259 fifth-graders in control classrooms on social behaviors, perceptions of classroom connectedness, and academic performance. Controlling for pretest scores, cohort, and demographic variables, findings revealed that students who participated in the RBI liked school more, felt a greater sense of classroom identification and inclusion, were perceived by teachers to be less aggressive, and performed better academically than students who were in control classrooms. Further, implementation data showed that students and teachers responded positively to the activities. These results suggest that the RBI is a promising approach for improving the social and learning environment in fifth-grade classrooms.

  15. 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…

  16. Teaching Middle Grades Science.

    ERIC Educational Resources Information Center

    Georgia State Dept. of Education, Atlanta. Office of Instructional Services.

    Background information and exemplary units for teaching science in Georgia's middle school grades are provided. Discussed in the first section are: (1) the rationale for including science in middle school grades, focusing on science/society/technology, science/social issues, scientific reasoning, and scientific literacy; (2) role of science…

  17. 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.

  18. IMMEDIATE AND SHORT-TERM EFFECTS OF THE 5TH GRADE VERSION OF THE keepin’ it REAL SUBSTANCE USE PREVENTION INTERVENTION*

    PubMed Central

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

    2010-01-01

    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 condition, implementing the school’s pre-existing substance use prevention programming. Students (n = 1,566) completed a questionnaire prior to curriculum implementation and follow-up questionnaires toward the end of 5th and 6th grade. The 5th grade kiR curriculum generally appeared no more effective than the control schools’ programming in changing students’ resistance or decision-making skills; substance use intentions, expectancies, or normative beliefs; or lifetime and recent substance use. Such findings have implications for the age appropriateness of school-based programs. PMID:19157042

  19. 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…

  20. 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…

  1. 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…

  2. The Analysis of the 5th Grade Students' Attitudes and Self-Efficacy for Physical Education Course in Terms of Demographic Characteristics

    ERIC Educational Resources Information Center

    Aydogan, Hayri

    2017-01-01

    The aim of the study is to analyze the 5th grade students' attitudes and self-efficacy for the physical education course that they have come across for the first time which is taught by physical education and sports teachers. Law No. 6287 was issued by the Turkish Grand National Assembly National Education Culture Youth and Sports Commission on…

  3. 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…

  4. 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,…

  5. Earth Science, Grade 7.

    ERIC Educational Resources Information Center

    Buffalo Public Schools, NY.

    GRADES OR AGES: Grade 7. SUBJECT MATTER: Earth science. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material suggests a time schedule for the major units and gives details of the reference materials referred to in the text. The main text is presented in four columns: topical outline, basic understandings, suggested activities and…

  6. The 5th Annual One Mind Summit: Lessons Learned About "Science Informing Brain Health Policies and Practice".

    PubMed

    Hicks, Ramona; Johnson, Stephen; Porter, Amy; Zatzick, Douglas F; One Mind Summit Panel Participants, The

    2017-03-29

    Advances in science frequently precede changes in clinical care by several years or even decades. To better understand the path to translation, we invited experts to share their perspectives at the 5th Annual One Mind Summit: "Science Informing Brain Health Policies and Practice", which was held on May 24-25, 2016 in Crystal City, VA. While the translation of brain research throughout the pipeline - from basic science research to patient care - was discussed, the focus was on the implementation of "best evidence" into patient care. The Summit identified key steps, including the need for professional endorsement and clinical guidelines or policies, acceptance by regulators and payers, dissemination and training for clinicians, patient advocacy, and learning healthcare models. The path to implementation was discussed broadly, as well as in the context of a specific project to implement concussion screening in emergency and urgent care centers throughout the U.S.

  7. 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…

  8. (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

  9. 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.

  10. 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…

  11. 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…

  12. 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

  13. The effect and value of a WebQuest activity on weather in a 5th grade classroom

    NASA Astrophysics Data System (ADS)

    Oliver, Deborah

    WebQuests are increasing in popularity across the country, yet it remains unclear whether WebQuests confer a significant benefit in student content learning. In addition, the perceptions of teachers regarding the classroom value and efficacy of WebQuests in teaching higher level thinking skills are still unclear. The goals of the study were (a) to determine the effect of WebQuests on elementary students' content area knowledge gains; (b) to investigate teacher perceptions of students' higher order thinking skills while engaged in a WebQuest activity and the value the of the WebQuest, as perceived by teacher. To accomplish the above research goals, a quasi-experimental design was used in this study. The subjects were four teachers and classes at an elementary school in southern California. Results of the study showed that the WebQuest did increase content knowledge in fifth grade students, but not significantly more than traditional teaching as measured by a researcher-modified WebQuest For Teacher Questionnaire (WQFT) (Zheng, Perez, Williamson & Flygare, 2007) and teacher interviews. Teachers responded positively to the value of the WebQuest in their daily teaching. Teachers also indicated that their students engaged in higher level thinking skills while engaged in the WebQuest activity. Keywords: WebQuest, higher level thinking, learning

  14. 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.

  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. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 5th-Grade Science Intervention Focuses on English Language Learners

    ERIC Educational Resources Information Center

    Killion, Joellen

    2016-01-01

    In each issue of the "Journal of Staff Development" ("JSD"), senior advisor to Learning Forward author Joellen Killion explores a recent research study to help practitioners understand the impact of particular professional learning practices on student outcomes. Detailed in this issue is a randomized control study in which…

  2. 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)

  3. Science: Grade 3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. Science: Grade 1. 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…

  11. The Effects of Systemic Reform on Urban, African American Fifth Grade Students' Attitudes toward Science.

    ERIC Educational Resources Information Center

    Weinburgh, Molly H.

    2003-01-01

    Investigates the effectiveness of a local systemic change grant on 5th grade urban African American students' attitudes toward science. Measures students' attitudes by using the modified Attitude Toward Science Inventory (mATSI). Indicates a significant main effect for the program and for school but not for gender. Examines school characteristics…

  12. 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…

  13. 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…

  14. 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…

  15. SCIENCE. GRADE TWO.

    ERIC Educational Resources Information Center

    BAIRD, LORRAINE; AND OTHERS

    IN ELEMENTARY SCIENCE EDUCATION, CONCEPTS ARE BUILT FROM EXPERIENCE, NOT MEMORIZED FROM PRINTED MATERIAL. TEACHERS SHOULD BE ALERT AT ALL TIMES TO SET UP OR CALL ATTENTION TO SITUATIONS PROVIDING OPPORTUNITIES FOR THE USE OF PROBLEM-SOLVING TECHNIQUES. THE TYPES OF ACTIVITIES THAT WILL PROMOTE AND STIMULATE PROBLEM-SOLVING SITUATIONS AND HELP TO…

  16. 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…

  17. 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)…

  18. 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;…

  19. 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%;…

  20. 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.

  1. 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…

  2. 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…

  3. 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);…

  4. 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…

  5. 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…

  6. 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…

  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. 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…

  9. 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…

  10. 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…

  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. 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…

  13. 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…

  14. 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…

  15. 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…

  16. Does Attendance Enhance Political Science Grades?

    ERIC Educational Resources Information Center

    Tiruneh, Gizachew

    2007-01-01

    This article tests a relationship between class attendance and final grades in several political science courses that I taught at the University of Georgia, University of Vermont, and University of Central Arkansas between the Fall 2000 and Spring 2006 semesters. The study employs ordinary least square estimators to test the foregoing hypothesis.…

  17. I Find Out About Science. Grade 4.

    ERIC Educational Resources Information Center

    Center for Applied Linguistics, Arlington, VA.

    This textbook is the fourth 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 with Vietnamese students. The grade four text contains the following chapters:…

  18. I Find Out About Science. Grade 3.

    ERIC Educational Resources Information Center

    Center for Applied Linguistics, Arlington, VA.

    This textbook is the third 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 with Vietnamese students. The grade three text contains the following chapters:…

  19. TEACHERS' GUIDES, AEROSPACE SCIENCE, GRADES K-6.

    ERIC Educational Resources Information Center

    TIMMONS, KAREN S.

    THIS IS A TEACHER GUIDE TO AEROSPACE SCIENCE TOPICS FOR USE IN GRADES KINDERGARTEN THROUGH SIX. UNITS OF STUDY ARE BASED ON MAN'S EFFORTS TO FLOAT, FLY, AND EXIST ABOVE THE EARTH'S SURFACE. FOR EACH TOPIC THERE ARE INCLUDED LISTS OF (1) CONCEPTS TO BE DEVELOPED, (2) SUGGESTED GROUP ACTIVITIES, (3) VOCABULARY, (4) TEACHER REFERENCE BOOKS, (5)…

  20. 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…

  1. 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…

  2. 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…

  3. 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)…

  4. 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

  5. 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.

  6. Are You a Reader? 5th Graders Respond

    ERIC Educational Resources Information Center

    Barone, Diane; Barone, Rebecca

    2016-01-01

    The author tells the story of a 5th-grade teacher who challenges her class to take on self-identities as readers. Students defined seven characteristics of what it means to be a good reader and considered whether those characteristics applied to them: Good readers read for fun, talk about books, usually finish the book they're reading, can relate…

  7. 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,…

  8. 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…

  9. 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…

  10. 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

  11. 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…

  12. Tools of Radio Astronomy, 5th edition

    NASA Astrophysics Data System (ADS)

    Wilson, Thomas L.; Rohlfs, Kristian; Huttemeister, Susanne

    2012-12-01

    New 5th corrected edition of the book http://adsabs.harvard.edu/abs/2009tra..book.....W in Russian, translated by O. Verkhodanov and S. Trushkin, editing S.A. Trushkin from Special astrophysical observatory RAS. This edition contains the translation of the 5th Springer edition of 2009 and new additional chapter (wrote by authors) of Solutions of the problems.

  13. 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…

  14. 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…

  15. 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

  16. 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…

  17. Evaluating Science Education Reform via Fourth-Grade Students' Image of Science Teaching

    ERIC Educational Resources Information Center

    Yilmaz, Hulya; Turkmen, Hakan; Pedersen, Jon E.

    2008-01-01

    The purpose of this study was to investigate fourth-grade students image of current science teaching by using a Draw-A-Science-Teacher-Test Checklist (DASTT-C), and give a glance whether the new restructured science education reform in Turkey is implemented successfully or not. Fifty-five (34 girls and 21 boys) fourth-grade students from three…

  18. Newspapers in Science Education: A Study Involving Sixth Grade Students

    ERIC Educational Resources Information Center

    Lai, Ching-San; Wang, Yun-Fei

    2016-01-01

    The purpose of this study was to explore the learning performance of sixth grade elementary school students using newspapers in science teaching. A quasi-experimental design with a single group was used in this study. Thirty-three sixth grade elementary school students participated in this study. The research instruments consisted of three…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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,…

  5. Francais de base. Programme de 9 ans, materiel didactique: 4e, 5e et 6e annees (Core French. Nine-Year Study Program, Instructional Materials: 4th, 5th and 6th Grades).

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education, Winnipeg. Bureau of French Education.

    Official instructional materials for the first three years (grades 4-6) of the Manitoba Department of Education's core French language program consist of units in geography, weather and calendars, holidays, and music designed for each of the three instructional levels. The units on geography focus on Manitoba and Canada. Units on the calendar and…

  6. Taking Science to School: Learning and Teaching Science in Grades K-8

    ERIC Educational Resources Information Center

    Duschl, Richard A., Ed.; Schweingruber, Heidi A., Ed.; Shouse, Andrew W., Ed.

    2007-01-01

    What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, "Taking Science to School" provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of…

  7. The impact of the healthy schools program on reading, mathematics, and science achievement of 5th grade students: A causal-comparative inquiry

    NASA Astrophysics Data System (ADS)

    Barrera, Christina Lynn

    The obesity rate for children has become a national epidemic in America, resulting in the need to incorporate physical fitness and nutrition into the curriculum in an effort to improve health and academic achievement. The Healthy Schools Program (HSP) is an initiative that assists schools in establishing and sustaining healthy environments, which can be instrumental in making students perform better in school. Therefore, the purpose of the study was to examine the impact of the HSP on academic achievement. (Abstract shortened by ProQuest.).

  8. 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,…

  9. 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…

  10. 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,…

  11. 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…

  12. 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…

  13. Progress Monitoring in Grade 5 Science for Low Achievers

    ERIC Educational Resources Information Center

    Vannest, Kimberly J.; Parker, Richard; Dyer, Nicole

    2011-01-01

    This article presents procedures and results from a 2-year project developing science key vocabulary (KV) short tests suitable for progress monitoring Grade 5 science in Texas public schools using computer-generated, -administered, and -scored assessments. KV items included KV definitions and important usages in a multiple-choice cloze format. A…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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;…

  19. Grade 11 Science at Sacred Heart College

    ERIC Educational Resources Information Center

    South Australian Science Teachers Journal, 1975

    1975-01-01

    Outlines the science courses taught in year 11 at Sacred Heart College in Australia. A feature of these classes is that all periods in all classes may be taken in laboratories designed and equipped for the particular subject. (MLH)

  20. 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.…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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.

  9. 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'…

  10. 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.…

  11. 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…

  12. 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)

  13. 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…

  14. 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…

  15. Career Activities in Social Science: Grades 7, 8, 9.

    ERIC Educational Resources Information Center

    Boise City Independent School District, ID.

    The career activities guide in social 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…

  16. 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…

  17. Aviation. Fifth Grade. Anchorage School District Elementary Science Program.

    ERIC Educational Resources Information Center

    Defendorf, Jean, Ed.

    This unit of study is designed to teach the science of flight to students in the intermediate grades. Included are a list of materials for the unit, a discussion of the use of process skills, a list of unit objectives, vocabulary, teacher background information, 12 lessons, 5 quizzes, math problems, and a unit test. Lessons are oriented toward…

  18. 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.…

  19. 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…

  20. 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.

  1. 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

  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. Science Anxiety: An Investigation of Science Achievement, Sex and Grade Level Factors.

    ERIC Educational Resources Information Center

    Czerniak, Charlene; Chiarelott, Leigh

    This study reviews literature on science anxiety related to such variables as sex, intellectual capacity, achievement, and attitudes. To measure science anxiety, a questionnaire (included in an appendix) was developed, pilot-tested on students in grades 5 and 7 in the Bowling Green (Ohio) School District, and administered in final form to 532…

  4. 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…

  5. 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.…

  6. 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) level. The…

  7. 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…

  8. 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…

  9. 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

  10. 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…

  11. 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

  12. 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…

  13. 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…

  14. 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

  15. International Workshop on Microplasmas (5th)

    DTIC Science & Technology

    2010-04-14

    Biofilm Inactivation?” 10:05 – 10:35 Coffee Break 10:35 – 11:05 Alena Hinze Technical University Braunschweig, Germany “Microplasma-Based...FOR CANCER AND OTHER MICROPLASMAS: MODELINGS AND EXPERIMENTS Jae Koo Lee, Pohang University of Science and Technology San 31, Hyoja, Pohang...Gyoo Cheon Kim, Department of Oral Anatomy, Pusan National University In our difficult war against cancer for the past few decades, we have emerged

  16. Sixth grade students' perceptions of science and scientists following a field-based science investigation

    NASA Astrophysics Data System (ADS)

    Kielborn, Terrie Leigh

    The purpose of this study was to better understand the influences of field-based investigations on sixth graders' perceptions of science and scientists. I chose to do this study due to my desire for middle grade students to have the opportunity to learn science as scientists, to increase their interest in science, and to create a positive attitude about science at the middle school level. The implications of the findings are directed toward the future of middle school science education. Thirty-five students from two sixth grade classes drew their perceptions of a scientist using the Draw-A-Scientists Test (DAST), before and after their participation in a field-based science investigation. Three students were interviewed prior to, between each, and after the field-based investigations. Using the pre-DAST and post-DAST drawings along with the conversations of the students, I found three significant differences that indicated a change in the students' perception of scientists: (1) youth; (2) outdoors; and (3) symbols of research. Prior to the study, 74% of the sixth graders viewed scientists as middle-aged or elderly as compared to 43% after the stream investigations. The stream as "the site" for the field-based investigations, influenced 57% of the students to include the outdoors in their post-DAST drawings as compared to 26% in the pre-DAST. Students drew symbols of research 43% on the pre-DAST but increased to 69% on the post-DAST. Many of the drawings and conversations from the confirm the notion that these sixth graders preferred to learn science outside and using scientific tools. These students felt that they were doing real science, and real science is what scientists do. By using field-based science investigations regularly, I believe there is the potential for putting students on the frontier of science. This goal aligns with the National Science Education Standards that call for students to have opportunities for "inquiry into authentic questions

  17. 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,…

  18. 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.

  19. 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…

  20. Heat 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 first of a series of six, contains teacher and student materials for a unit on heat 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…

  1. 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…

  2. 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…

  3. BIBLIOGRAPHY OF SCIENCE COURSES OF STUDY AND TEXTBOOKS GRADES 7-12, 1968.

    ERIC Educational Resources Information Center

    National Science Teachers Association, Washington, DC.

    THIS BIBLIOGRAPHY IS A CONTINUATION OF THE SERIES OF BIBLIOGRAPHIES OF COURSES OF STUDY AND TEXTBOOKS IN SCIENCE BEGUN IN 1959 BY THE NATIONAL SCIENCE TEACHERS ASSOCIATION (NSTA). PART 1 LISTS COURSES OF STUDY ALPHABETICALLY BY STATE UNDER THE CATEGORIES OF (1) LONG-RANGE COURSES OF STUDY, GRADES K-12, (2) JUNIOR HIGH SCHOOL, GRADES 7, 8, 9, (3)…

  4. BIBLIOGRAPHY OF SCIENCE COURSES OF STUDY AND TEXTBOOKS GRADES K-9 1968.

    ERIC Educational Resources Information Center

    National Science Teachers Association, Washington, DC.

    THIS BIBLIOGRAPHY IS A CONTINUATION OF THE SERIES OF BIBLIOGRAPHIES OF COURSES OF STUDY AND TEXTBOOKS IN SCIENCE BEGUN IN 1959 BY THE NATIONAL SCIENCE TEACHERS ASSOCIATION (NSTA). PART 1 LISTS COURSES OF STUDY ALPHABETICALLY BY STATE UNDER THE CATEGORIES OF (1) COURSES OF STUDY, GRADES K-3, (2) COURSES OF STUDY, GRADES 4-6, (3) LONG-RANGE COURSES…

  5. 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

  6. The relationship between science classroom facility conditions and ninth grade students' attitudes toward science

    NASA Astrophysics Data System (ADS)

    Ford, Angela Y.

    Over half of the school facilities in America are in poor condition. Unsatisfactory school facilities have a negative impact on teaching and learning. The purpose of this correlational study was to identify the relationship between high school science teachers' perceptions of the school science environment (instructional equipment, demonstration equipment, and physical facilities) and ninth grade students' attitudes about science through their expressed enjoyment of science, importance of time spent on science, and boredom with science. A sample of 11,523 cases was extracted, after a process of data mining, from a databank of over 24,000 nationally representative ninth graders located throughout the United States. The instrument used to survey these students was part of the High School Longitudinal Study of 2009 (HSLS:2009). The research design was multiple linear regression. The results showed a significant relationship between the science classroom conditions and students' attitudes. Demonstration equipment and physical facilities were the best predictors of effects on students' attitudes. Conclusions based on this study and recommendations for future research are made.

  7. 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

  8. 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.

  9. 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…

  10. 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…

  11. Student explanations of their science teachers' assessments, grading practices and how they learn science

    NASA Astrophysics Data System (ADS)

    del Carmen Gomez, María

    2016-08-01

    The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

  12. 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.

  13. 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

  14. Predictors of cultural capital on science academic achievement at the 8th grade level

    NASA Astrophysics Data System (ADS)

    Misner, Johnathan Scott

    The purpose of the study was to determine if students' cultural capital is a significant predictor of 8th grade science achievement test scores in urban locales. Cultural capital refers to the knowledge used and gained by the dominant class, which allows social and economic mobility. Cultural capital variables include magazines at home and parental education level. Other variables analyzed include socioeconomic status (SES), gender, and English language learners (ELL). This non-experimental study analyzed the results of the 2011 Eighth Grade Science National Assessment of Educational Progress (NAEP). The researcher analyzed the data using a multivariate stepwise regression analysis. The researcher concluded that the addition of cultural capital factors significantly increased the predictive power of the model where magazines in home, gender, student classified as ELL, parental education level, and SES were the independent variables and science achievement was the dependent variable. For alpha=0.05, the overall test for the model produced a R2 value of 0.232; therefore the model predicted 23.2% of variance in science achievement results. Other major findings include: higher measures of home resources predicted higher 2011 NAEP eighth grade science achievement; males were predicted to have higher 2011 NAEP 8 th grade science achievement; classified ELL students were predicted to score lower on the NAEP eight grade science achievement; higher parent education predicted higher NAEP eighth grade science achievement; lower measures of SES predicted lower 2011 NAEP eighth grade science achievement. This study contributed to the research in this field by identifying cultural capital factors that have been found to have statistical significance on predicting eighth grade science achievement results, which can lead to strategies to help improve science academic achievement among underserved populations.

  15. 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

  16. 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…

  17. 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"…

  18. Multi-mode heterodyned 5th-order infrared spectroscopy

    NASA Astrophysics Data System (ADS)

    Leger, Joel D.; Varner, Clyde; Rubtsov, Igor V.

    2016-10-01

    Fifth-order multidimensional infrared spectroscopy with heterodyned detection was carried out in the three-beam dual-frequency configuration. Numerous 5th-order cross peaks were detected for the 4-azidobutyrate-N-hydroxysuccinimide ester compound in solution involving several vibrational modes ranging in frequency from 1045 to 2100 cm-1. Cross peaks involving overtones (2X/Z) and combination bands (XY/Z) among the tags, modes X and Y excited by the first two mid-IR laser pulses, and the reporter, modes Z excited by the third laser pulse, were acquired and the factors affecting the amplitude of 5th-order cross peaks are discussed. The 5th-order cross peaks were detected among modes that are spatially close (a few bonds apart) as well as for modes spatially separated by ca. 12 Å (eight bonds apart). In both cases, the waiting time dependences for the 3rd and 5th order cross peaks were found to be different. In particular, the waiting time at which the cross-peak maximum is reached, the decay time, and the value of a plateau at large waiting times were all differing strongly. The differences are explained by reduced sensitivity of the 5th-order signals to modes coupled weakly to the reporter mode and different relaxation dynamics involving overtone state of the tag. The ability of the 5th-order peaks to single out the modes coupled strongly to the reporter can help identifying specific energy relaxation and transport pathways, which will be useful for understanding energy transport dynamics in molecules. The absorptive 5th-order cross peaks were constructed which report on three-point correlation functions. It is shown that in addition to the triple-frequency correlation functions, a correlation of the frequencies with the mode coupling (anharmonicity) can be naturally measured by the 5th-order spectroscopy. The current limit for detecting 5th-order signals was estimated at the level of 1 × 10-3 in reduced anharmonicity, which is determined by the corresponding two

  19. 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.…

  20. 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.

  1. 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

  2. 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…

  3. Indiana's Academic Standards: Grade 8 English/Language Arts, Mathematics, Science, Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Commission for Higher Education, Indianapolis.

    This guide to Indiana's academic standards in English/Language Arts, Mathematics, Science, and the Social Studies for Grade 8 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to…

  4. Indiana's Academic Standards: Grade 6 English/Language Arts, Mathematics, Science, Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Public Instruction, Indianapolis.

    This guide to Indiana's academic standards in English/Language Arts, Mathematics, Science, and the Social Studies for Grade 6 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to…

  5. Indiana's Academic Standards: Grade 5 English/Language Arts, Mathematics, Science, Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This guide to Indiana's academic standards in English/Language Arts, Mathematics, Science, and the Social Studies for Grade 5 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to…

  6. Indiana's Academic Standards: Grade 7 English/Language Arts, Mathematics, Science, Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Public Instruction, Indianapolis.

    This guide to Indiana's academic standards in English/Language Arts, Mathematics, Science, and the Social Studies for Grade 7 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to…

  7. 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…

  8. 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…

  9. 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.…

  10. 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…

  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 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…

  12. 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…

  13. Essential Performance Objectives for Science Education. Grades K-9.

    ERIC Educational Resources Information Center

    Michigan State Board of Education, Lansing.

    Guidance for the development, assessment and/or improvement of science education programs in Michigan is provided in this handbook for teachers, administrators, and parents. It provides a philosophical foundation and curricular framework from which educators could construct comprehensive local science education programs. The nature of science is…

  14. 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…

  15. 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…

  16. 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.

  17. A Report on the Science Summer Camp for the Gifted 9th Grade Students.

    ERIC Educational Resources Information Center

    Kyeonggi Province Board of Education, Suweon (Republic of Korea).

    A summer science camp was held in Korea for 30 ninth grade students gifted in science. Students were divided into three groups (physics, chemistry, and biology) for activities which included problem solving, brainstorming, and experimental work. The experiments of the physics group addressed the use of solar energy, the chemistry group focused on…

  18. 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…

  19. 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…

  20. An Ungraded Primary Level Science Program, Levels One Through Three (Grades 1-2-3).

    ERIC Educational Resources Information Center

    Dickinson Public Schools, ND. Instructional Media Center.

    This curriculum guide is intended for use in an ungraded science program encompassing grades one, two and three in public elementary schools in southwestern North Dakota. Five major units in the biological, physical and earth sciences and in health education are included. In each unit major concepts to be studied are stated. For each concept,…

  1. 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…

  2. 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…

  3. BIBLIOGRAPHY OF SCIENCE COURSES OF STUDY AND TEXTBOOKS FOR GRADES 7-12.

    ERIC Educational Resources Information Center

    National Science Teachers Association, Washington, DC.

    BIBLIOGRAPHIC INFORMATION PERTAINING TO CURRENT BOOKS AND RECENTLY PREPARED COURSES OF STUDY FOR SCIENCE IN GRADES 7 THROUGH 12 COMPOSE THE TWO DIVISIONS OF THE VOLUME. APPROXIMATELY 120 COURSES OF STUDY FOR JUNIOR AND SENIOR HIGH SCHOOL SCIENCE ARE LISTED. ALL HAVE BEEN PREPARED SINCE 1960, AND ALL ARE AVAILABLE FROM STATE OR LOCAL SCHOOL UNITS…

  4. A Study of Verbal Behavior Patterns in Primary Grade Classrooms During Science Activities.

    ERIC Educational Resources Information Center

    Moon, Thomas C.

    This paper reports a study of selected examples of verbal behavior patterns in primary grade classrooms during science activities. The subjects were 32 elementary teachers within five mid-Michigan public school districts. A control group of 16 teachers taught science in the conventional manner. The experimental group received an in-depth study of…

  5. History-Social Science Goals and Curriculum Strands. Model Curriculum Guide, Kindergarten through Grade Eight.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    This guide is intended to assist California educators responsible for implementing the state's K-8 history-social science curriculum and provide practical ideas for bringing this curriculum into alignment with the History-Social Science Framework for California Public Schools, Kindergarten through Grade Twelve. The guide puts forth 10 principles…

  6. Effects of a Science Intervention Program on Middle-Grade Student Achievement and Attitudes.

    ERIC Educational Resources Information Center

    Parker, Verilette; Gerber, Brian

    2000-01-01

    Examines the effectiveness of a standards-based science intervention program on the science achievement and attitudes of middle-grade students attending a five-week academic enrichment program. Finds that students' achievement and attitudes were higher following participation in the program. (Contains 22 references.) (Author/WRM)

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Water Quality-8th Grade Earth Science, or "Lets Get Relevant."

    ERIC Educational Resources Information Center

    Rezabek, Edward

    This document describes some experiences in a science/technology/society (STS) program for an eighth grade science course at a small rural school in Iowa. The background information about the school and the general goal of the STS program are outlined. The curriculum structure of the program related to water as a reusable resource is presented.…

  14. Enacting Project-Based Science: Experiences of Four Middle Grade Teachers.

    ERIC Educational Resources Information Center

    Marx, Ronald W.; And Others

    1994-01-01

    Four case studies demonstrate how middle grade teachers addressed the challenges and dilemmas of enacting project-based science in their classrooms. Notes that the teachers attempted to enact several common features of project-based science, including student collaboration and ownership and the use of technology. Also notes that teachers'…

  15. BIBLIOGRAPHY OF SCIENCE COURSES OF STUDY AND TEXTBOOKS GRADES 1-9, 1966 EDITION.

    ERIC Educational Resources Information Center

    National Science Teachers Association, Washington, DC.

    BIBLIOGRAPHIC INFORMATION PERTAINING TO CURRENT BOOKS AND RECENTLY PREPARED, AVAILABLE COURSES OF STUDY FOR SCIENCE IN GRADES 1 THROUGH 9 COMPOSE THE TWO DIVISIONS OF THIS VOLUME. APPROXIMATELY 125 COURSES OF STUDY FOR ELEMENTARY AND JUNIOR HIGH SCHOOL SCIENCE ARE LISTED. ALL HAVE BEEN PREPARED SINCE 1960 AND ARE AVAILABLE FROM STATES OR LOCAL…

  16. 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…

  17. 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...

  18. 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.

  19. 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

  20. The impact of an integrated math and science curriculum on third grade students' measurement achievement

    NASA Astrophysics Data System (ADS)

    Adamson, Karen

    The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports the development of English language skills, on third grade students' mathematics achievement---specifically the measurement subscale of the statewide assessment. The data draws from a larger 5-year research project consisting of reform-based science curriculum units and teacher workshops designed to promote effective instruction of science while integrating mathematics and supporting English language development. The third grade curriculum places a strong emphasis on developing measurement skills in the context of scientific investigations. Third grade students' performance on the measurement subscale of the statewide mathematics assessment at experimental and comparison schools were examined using a hierarchical linear model (HLM). Students participating in the treatment performed significantly higher than students at comparison schools. The results of this study provide evidence that an integrated approach to math and science instruction can benefit diverse populations of students.

  1. 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)…

  2. 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…

  3. 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…

  4. 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…

  5. Sixth Grade. History-Social Science: A Brief Curriculum Guide.

    ERIC Educational Resources Information Center

    Kern County Superintendent of Schools, Bakersfield, CA.

    This handbook outlines the grade 6 course entitled "Our World, Its Diverse Peoples, and Their Societies." A statement of the California philosophy of history-social studies education precedes the handbook's three sections. The first two sections present major goals of the overall program, an overview of social studies content for grades…

  6. General Science, Ninth Grade: Theme I and Theme II. Experimental.

    ERIC Educational Resources Information Center

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

    This document was designed to assist teachers who are helping ninth grade students in New York City learn scientific concepts. In addition, the guide emphasizes basic reasoning skills which underlie problem-solving processes in scientific and nonscientific disciplines. The first section of the guide contains lessons on what a scientist does,…

  7. 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…

  8. 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.…

  9. 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…

  10. 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…

  11. 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…

  12. Teaching Science with Toys: Physics Activities for Grades K-9.

    ERIC Educational Resources Information Center

    Taylor, Beverley A. P.; And Others

    This document is a collection of some of the physics activities used in the Teaching Science with TOYS professional development program for teachers. The TOYS activities have been compiled into this document as a resource for teachers who want to use toy-based physical science activities in the classroom. The activities do not assume any…

  13. 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…

  14. Concept Mapping and the Science Achievement of Third Grade Students

    ERIC Educational Resources Information Center

    Greene, Paulette

    2011-01-01

    Instructional strategies in science that fail to identify students' initial understanding of scientific concepts may leave students' flawed ideas unchanged, thus affecting their ability to synthesize, differentiate, and connect to new information in science. The purpose of this quantitative study was to examine the relationship between concept…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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 to a…

  4. 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.

  5. 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,…

  6. 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

  7. 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

  8. 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…

  9. Misconceptions in Physical Science at the Middle School Grades

    NASA Astrophysics Data System (ADS)

    Lojewska, Zenobia; Barkman, Robert; Polito, Peter; Smist, Julianne; Konicek-Moran, Richard

    2011-11-01

    The presentation will focus on the physical science content and pedagogy workshops addressing student's misconceptions at the middle school level. These workshops were conducted at Springfield College during summer 2010 for in-service teachers from Springfield MA Public Schools. A partnership among Springfield MA Public Schools, Springfield College, and the City of Springfield Science Museum was developed to implement an innovative program to prepare highly-qualified educators. Concepts of force, motion, energy, and energy transformation were explored in a physics laboratory setting and student's misconceptions were addressed.

  10. Misconception in Physical Science at the Middle School Grades

    NASA Astrophysics Data System (ADS)

    Lojewska, Zenobia; Barkman, Robert; Polito, Peter; Smist, Julianne; Konicek-Moran, Richard

    2011-04-01

    The presentation will focus on the physical science content and pedagogy workshops addressing student's misconceptions at the middle school level. These workshops were conducted at Springfield College during summer 2010 for in- service teachers from Springfield MA Public Schools. A partnership among Springfield MA Public Schools, Springfield College, and the City of Springfield Science Museum was developed to implement an innovative program to prepare highly- qualified educators. Concepts of force, motion, energy, and energy transformation were explored in a physics laboratory setting and student's misconceptions were addressed.

  11. 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).…

  12. 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.…

  13. Science: A Unit on Microbiology; Curriculum Guide for Teaching Gifted Children Science in Grades Four Through Six.

    ERIC Educational Resources Information Center

    Muir, Raquel

    The curriculum guide for teaching science to gifted intermediate grade students presents material to be used for a unit on microbiology, as well as suggestions for a second unit on the subject. Examined in the unit are the structures, functions, growth, development, uses, and environments of different kinds of microorganisms, with an emphasis on…

  14. 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

  15. 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…

  16. 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,…

  17. 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…

  18. 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…

  19. Relating Aerospace to Physical Science Grades 7-12.

    ERIC Educational Resources Information Center

    Williams, Mary H.; Rademacher, Jean

    This guide is intended to provide the teacher of secondary school physical science classes with a source of information about recent applications, discoveries, and innovations in aerospace. Each section of the guide is subdivided into parts in which objectives are listed, background information for the use of the teacher and/or the student is…

  20. 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…

  1. 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.

  2. 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.

  3. 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

  4. 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.

  5. 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)…

  6. A Determination of Commonalities of Science Interests Held by Intermediate Grade Children in Inner-City, Suburban, and Rural Schools

    ERIC Educational Resources Information Center

    Clarke, Cleveland O.

    1972-01-01

    Investigates relationships between interests in particular areas of science and place of residence, intelligence quotient, social class, grade level, and sex. Other subject preferences and science achievement were also investigated. (AL)

  7. 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…

  8. 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.

  9. 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.

  10. 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…

  11. 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'…

  12. 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,…

  13. SCDC Spanish Curricula Units. Science/Math, Unit 10, Grade 3, Supplement & Ditto Packet.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    A supplement and ditto packet for use with unit 10 of the bilingual science/math strand developed for grade three contains both visuals for classroom use and worksheets for students which may be reproduced for individual seatwork. The timetable for when these materials are to be used is given in the teacher's guide for this unit. Instructional…

  14. 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,"…

  15. 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:…

  16. 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…

  17. 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…

  18. 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 were…

  19. 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…

  20. 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…

  1. 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 students). They also…

  2. Science Achievement of Costa Rican Sixth Grade Students and Its Relationship with Selected Variables.

    ERIC Educational Resources Information Center

    Esquivel-Alfaro, Juan Manuel; Diaz-Solis, Sofia Maria

    This study had three purposes. First, to develop and validate a criterion-referenced test to measure science knowledge of students who finished the second cycle of the Basic General Education (6th grade). Second, to assess the performance of the entire Costa Rican population of sixth graders and, third, to analyze the results according to some…

  3. [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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  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. 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…

  14. 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,…

  15. History-Social Science Framework for California Public Schools, Kindergarten through Grade Twelve.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    This framework, centered in the chronological study of history, proposes an integrated and correlated approach to the teaching of history and the social sciences. The framework is structured around three major goals, each comprising several curriculum strands which are to be developed from kindergarten through grade 12. The three goals are: (1)…

  16. 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…

  17. The National Assessment of Educational Progress, 1996. NAEP Grade 8 Science.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability/Testing.

    This report was drawn from the 1996 National Assessment of Educational Progress (NAEP) and describes the science performance of eighth grade students in North Carolina. It compares results for various groups of students within that population and examines the results for individual demographic groups as well as individual background questions. The…

  18. 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…

  19. General Science, Ninth Grade: Theme I and Theme II. Student Laboratory Manual. Experimental.

    ERIC Educational Resources Information Center

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

    This ninth grade student manual was developed to be used in conjunction with some of the experimental science activities described in the teacher's guide. It contains laboratory worksheets for: (1) measurement; (2) basic energy concepts; (3) heat energy; (4) light; (5) sound; (6) electricity; and (7) present and future energy resources. Additional…

  20. 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…

  1. SCDC Spanish Curricula Units. Science/Math Strand, Unit 7, Grade 3, Supplement & Ditto Packet.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Instructional aids for classroom use and worksheets which may be reproduced for individual seatwork are included in these support materials for unit seven of the science/math strand developed for Spanish-speaking students in grade three. They are designed to be used with the teacher's guide to the unit, which contains a timetable for their use.…

  2. 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…

  3. 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…

  4. 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…

  5. Teaching for Creativity by Science Teachers in Grades 5-10

    ERIC Educational Resources Information Center

    Al-Abdali, Nasser S.; Al-Balushi, Sulaiman M.

    2016-01-01

    This classroom observation study explored how science teachers (N = 22) teach for creativity in grades 5-10 in Oman. We designed an observation form with 4 main categories that targeted the instructional practices related to teaching for creativity: questioning strategy, teacher's responses to students' ideas, classroom activities to support…

  6. Preservice and Inservice Teachers' Perceptions of Skills in Science Teaching for Primary Grades.

    ERIC Educational Resources Information Center

    Dharmadasa, Indranie

    This study examined the differences between preservice and inservice teachers' perceptions of knowledge in instructional planning skills for teaching science in primary grades and identified the skills perceived as most knowledgeable and least knowledgeable by the two groups. Forty-one inservice and preservice African-American teachers from an…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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)…

  12. 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…

  13. 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…

  14. 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…

  15. 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.

  16. 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…

  17. Science Achievement in the United States and Sixteen Countries: A Report to the Public.

    ERIC Educational Resources Information Center

    Jacobson, Willard J.; Doran, Rodney L.

    The Second International IEA Science Study (SISS) had participants from 24 countries. In this report the data collected in 17 countries are analyzed and reported. Students from the 5th, 9th, and 12th grades were tested. The results from achievement tests, student questionnaires, opinionnaires, a science teaching and learning inventory, a word…

  18. 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.

  19. 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.

  20. 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.

  1. 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.

  2. 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

  3. 5th Antiviral Drug Discovery and Development Summit.

    PubMed

    Blair, Wade; Perros, Manos

    2004-08-01

    The 5th Antiviral Drug Discovery and Development Summit provided an up-to-date snapshot of the ongoing developments in the area. The topics covered ranged from updates on recently launched drugs (Kaletra), Fuzeon) and new investigational inhibitors (T-1249, Reverset, UK-427857, L-870810, PA-457, remofovir, VX-950), to the discovery of new antiviral targets and advances in technologies that may provide the substrate for the next generation of therapeutics. It is apparent from the range of presentations that much of today's efforts are focused on developing new classes of HIV inhibitors (gp41, integrase), while there is also considerable progress in hepatitis C, where a number of inhibitors have or should reach proof-of-concept studies in the coming months. Here we provide the highlights of this meeting, with particular emphasis on the new developments in HIV and hepatitis C virus.

  4. 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.

  5. How does implementation of inquiry-based science instruction in a high-stakes testing environment affect fifth-grade student science achievement?

    NASA Astrophysics Data System (ADS)

    Kessner, Micheal J.

    The purpose of this study was to assess the affects of hands-on, inquiry-based instruction on student science achievement in a high-stakes testing environment. Hands-on, inquiry-based science has become a popular way of teaching science because it is inviting and interesting for students. However, the question remains: Does implementation of inquiry-based science instruction in a high-stakes testing environment affect fifth-grade student science achievement? A quasi-experimental design employing quantitative and qualitative methods was used. The quantitative portion consisted of data collected from Student Surveys and individual science achievement scores for fifth-grade students at three participating schools in a large, suburban school district. The qualitative portion consisted of data collected using a Science Kit Usage Checklist, an open ended Teacher Survey of 5 fifth-grade science teachers, and Teacher Interviews for 3 fifth-grade science teachers. Descriptive analysis was utilized, and emerging codes and themes were identified for teacher education, science kit training, and understanding and implementation of science kits. Data and methods triangulation were employed (Berg, 2006; Patten, 2005) All data were utilized to determine if implementation of Science Kits impacted science achievement scores in a high stakes testing environment. Results indicated a general improvement of students meeting mastery of the fifth-grade science state assessment when kits were implemented. Teacher fidelity and high implementation were validated with Student and Teacher Surveys. Themes emerged involving training, time, student response, impact on instruction, impact on achievement scores, instructional organization, and instructional changes in future implementation. District supported training and materials led to teacher and student enjoyment of science kits, which led to implementation. Implementation then led to higher fifth-grade science achievement scores.

  6. The Effects of Differentiated Instruction on Grade 7 Math and Science Scores

    NASA Astrophysics Data System (ADS)

    Shaffer, Donna

    There has been a decline of math and science assessment scores consecutively over the past 2 years at a local middle school. This mixed method study incorporated a sequential qualitative-quantitative explanatory strategy with the intent of enhancing and altering the instructional process to increase student achievement. The qualitative portion of the study explored the process of differentiated instruction and perceptions of those who were involved within the development of a nontraditional approach to instruction in the 7th grade content areas of math and science. For the quantitative portion of the study, assessment data were collected for 2010 and 2011 for the 7th grade math and science content areas. Constructivism served as the theoretical foundation for the study. The results of the qualitative analysis suggested that the majority of the participants believed that differentiated instruction positively impacts student scores for the Tennessee Comprehensive Assessment Program (TCAP). The result of an independent t test indicated that students receiving differentiated instruction had higher math and science TCAP test scores for Grade 7 One recommendation is for future research to be conducted regarding differentiated instruction's impact on student achievement so that the gap in scientific research in this area may be bridged. Implications for social change include the potential for enhancing the instructional process that could result in improved student achievement.

  7. 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.

  8. 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.

  9. 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

  10. 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

  11. 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…

  12. 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.

  13. 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…

  14. 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

  15. Integration of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5

    NASA Astrophysics Data System (ADS)

    Wade-Lyles, Terri A.

    In a large urban district in Ohio, 29.2% of Grade 5, 28.7% of Grade 8, and 45.7% of Grade 10 students passed the state test in science. School district administrators formed a community partnership with local science institutions in order to provide students with hands-on place-based learning experiences intended to improve science academic achievement in PK-Grade 5. The purpose of this qualitative program evaluation was to determine the level of implementation of that place-based program by examining the efficacy of the teachers' embedded professional development and their experiences with the training components. Bruner's theory of cognitive development was used to examine teachers' needs in facilitating the program. A stratified random sample of 659 PK-Grade 5 teachers from 73 district elementary schools was selected, and 57 teachers responded to an anonymous online survey of 5 open-ended questions. Data were analyzed using thematic analysis to identity factors that enhanced or impeded the implementation of place-based education programming based on their professional development. The key findings indicated that over half of the participants viewed resources as lacking, training as limited, and planning that is too time consuming, and complicated. Participants expressed the need for clarity regarding resources and more training on how to plan for and integrate the placed-based approach. The resulting project was an executive summary and interactive workshop for program stakeholders, such as administrators, teachers, and ultimately students, who would benefit from this project by improving the place-based program.

  16. The Value of Supplementing Science Education with Outdoor Instruction for Sixth Grade Students

    NASA Astrophysics Data System (ADS)

    Jackson, Devin Joseph Guilford

    Science education is moving away from memorization of facts to inquiry based learning. Adding outdoor instruction can be an effective way to promote this exploratory method of learning. The limited number of empirical studies available have shown significant increase in attitudes and learning with outdoor science instruction. An eight-week quasi-experimental teacher research study was conducted to further this research and assess the value of schoolyard science instruction on student engagement and learning. Participants were 60 students in two sixth grade middle school Earth Science classes. A crossover study design was used with two classes alternating as experimental and control groups. NASA Global Precipitation Measurement mission curriculum was used (NASA/GPM, 2011). While the results did not show a clear increase in student engagement and content knowledge, the study adds to the body of knowledge on outdoor instruction and identifies limitations to consider in future studies.

  17. 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.

  18. 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

  19. 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.

  20. 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

  1. The Bioelectromagnetics Society Annual Scientific Session (5th) Abstracts,

    DTIC Science & Technology

    1983-01-01

    Postow Editor-in-Chief Carl Durney Past President DIRECTORS Frank S . Barnes Engineering/Physical Sciences Richard A. TeO Engineering/Physical...Ellen O’Connor Biological/Medical Sciences Ralph J. Smiabwicz Biological/Medical Sciences F. Kristian Storm Biological/Medical Sciences Tom S ...the range 15-30*C to establish the temperature dependence for our system. The crossed-beam spectrophotometer system previously developed In this

  2. Use of Jigsaw Technique to Teach the Unit "Science within Time" in Secondary 7th Grade Social Sciences Course and Students' Views on This Technique

    ERIC Educational Resources Information Center

    Yapici, Hakki

    2016-01-01

    The aim of this study is to apply the jigsaw technique in Social Sciences teaching and to unroll the effects of this technique on learning. The unit "Science within Time" in the secondary 7th grade Social Sciences text book was chosen for the research. It is aimed to compare the jigsaw technique with the traditional teaching method in…

  3. 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…

  4. Investigation of the Relationships Between Personality Types of Eighth-Grade Science Students and Cognitive Preference Orientation.

    ERIC Educational Resources Information Center

    Novak, John Anthony

    This study investigated the relationship among personality types, cognitive preference orientation, science achievement, intelligence, attitudes toward science and scientists, sex, and geographic area of eighth-grade science students using the following four instruments: (1) Myers-Briggs Type Indication (MBTI); (2) Cognitive Preference Examination…

  5. 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…

  6. Shoring Up Math and Science in the Elementary Grades: Schools Enlist Specialists to Teach Science Lessons

    ERIC Educational Resources Information Center

    Jacobson, Linda

    2004-01-01

    As science gets squeezed in the elementary curriculum, at least two Florida districts are trying a new approach to keeping hands-on lessons a part of pupils' experiences. This article reports how Broward and Palm Beach county districts have increased the number of science specialists working in their elementary schools--teachers who, like physical…

  7. 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…

  8. 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

  9. 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

  10. 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

  11. 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.

  12. 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.

  13. 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

  14. From rhetoric to reality: Case studies of two fifth grade science teachers to inform reform

    NASA Astrophysics Data System (ADS)

    Maynard, Kathie Jo

    The purpose of this qualitative study was to explore two elementary teachers' implementation of engineering design over two academic years and to describe how their teaching practice changed over the two instructional cycles. This study used field notes and audio transcripts of the teachers during their engineering design teaching, written reflections, and a final interview to generate data that were analyzed for emerging themes and patterns. These data answered the following research questions: (a) How do two fifth grade science teachers implement an engineering design activity? (b) How do these same two fifth grade science teachers' instructional practices change as they implement the same engineering design activity for a second time the following academic year? And, (c) What factors do the teachers identify as to why their practice changed? The findings of this study concluded that with experience teachers made more explicit connections to science and engineering content and practices. Additionally, they more actively facilitated deeper questioning and troubleshooting. An additional finding was that teacher change is not an isolated event, but a system of interacting influences. The findings in this research study provide insight and implication for supporting teacher change in practice in K-12 educational reform efforts as we move to implement engineering and engineering design into the K-12 science curriculum.

  15. 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.

  16. 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

  17. 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.

  18. 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…

  19. 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…

  20. 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)…

  1. Books for Adult New Readers. 5th Revised Edition.

    ERIC Educational Resources Information Center

    Pursell, Frances Josephson

    This book identifies appropriate reading material for adults who read at levels through grade seven. An introduction lists criteria used for selection and discusses emphases in selection of nonfiction. To make this recommended list of 748 entries most useful to libraries, titles are arranged in a very general Dewey Decimal Classification. Each…

  2. 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…

  3. Highlights from the 5th Annual Meeting of the Italian Society of Virology.

    PubMed

    Salata, Cristiano; Calistri, Arianna; Palù, Giorgio

    2006-07-01

    The 5th National Congress of the Italian Society of Virology (SIV) was attended by junior- and senior-level virologists to promote interactions and scientific collaborations among the different areas of Virology and allied sciences. The invited and selected lecturers covered the following topics: General Virology and Viral Genetics; Virus-host Interaction and Pathogenesis; Viral Oncogenesis; Viral Immunology and Vaccines; Anti-viral Therapy; Innovative Diagnostics; Viral Biotechnologies and Cell and Gene Therapy. As in the previous editions (Salata and Palù, 2004; Salata et al., 2005), a specific topic was thoroughly covered in a roundtable. This year the elected subject was "HIV: determinants of pathogenicity and clinical implications." The final program and the abstract book can be found at the web site http://www.siv-virologia.it. This report summarizes the lessons learned from the plenary lectures and the selected oral presentations of the 2005 meeting.

  4. 5th Austrian Hungarian workshop on celestial mechanics

    NASA Astrophysics Data System (ADS)

    Süli, Áron

    2011-06-01

    The 5th Hungarian-Austrian Workshop on Celestial Mechanics took place from 9th until the 10th of April 2010 in Vienna, Austria. The workshop was held in the Institute for Astronomy of Vienna University. From the Eötvös University and from the host institute experts and PhD students gathered together to discuss the challenges and new results of the actual problems of celestial mechanics. The workshop was held in the meeting room at the Sternwarte of the Vienna University located in a magnificent park in the heart of Vienna. Following the themes of the four previous events the focus for this workshop ranged from the Trojan problem, dynamics in binary star systems and exoplanetray systems. We were pleased to acknowledge the support of the host university. The talks were characterized by a large spectrum, which is typical of the workshops on celestial mechanics. Several talks discussed different aspects of the trojan problem, such as the three Trojan Problem, dynamics of trojan-like planets in binary stars, the frequencies of their motion around the triangular lagrangian points, etc. Several speakers focused on the formation of planetary systems and on the field of exoplanetary systems, like exoplanetary systems in higher order mean motion resonances, formation of planets in binary systems, stability of exomoons etc. Some of the presentation used sophisticated mathematical tools in order to understand mean motion resonances, the Sitnikov problem applying the KAM and the Nekhoroshev theorem. The theme of a number of talks was the motion of Solar System bodies: dynamics of the newly discovered moons of Pluto and of near-Earth asteroids. General problems were also addressed, among others chaos in Hamiltonian systems, adaptive Lie-integration method and iterative solution approximation to the generalised Sitnikov problem.

  5. 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.

  6. 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.

  7. 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.…

  8. 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

  9. 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

  10. 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

  11. 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.

  12. When genres meet: Inquiry into a sixth-grade urban science class

    NASA Astrophysics Data System (ADS)

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

    2002-09-01

    In this study, we explore oral and written work (plays and rap songs) of students in a sixth-grade all African-American urban science class to reveal ways affective and social aspects are intertwined with students' cognition. We interpret students' work in terms of the meeting of various genres brought by the students and teachers to the classroom. Students bring youth genres, classroom genres that they have constructed from previous schooling, and perhaps their own science genres. Teachers bring their favored classroom and science genres. We show how students' affective reactions were an integral part of their constructed scientific knowledge. Their knowledge building emerged as a social process involving a range of transactions among students and between students and teacher, some transactions being relatively smooth and others having more friction. Along with their developing science genre, students portrayed elements of classroom genres that did not exist in the classroom genre that the teacher sought to bring to the class. Students' work offered us a glimpse of students' interpretations of gender dynamics in their classrooms. Gender also was related to the particular ways that students in that class included disagreement in their developing science genre.

  13. 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)

  14. On the Appropriateness of Surveying Students in 4th and 5th Grades

    ERIC Educational Resources Information Center

    Luppescu, Stuart

    2016-01-01

    The UChicago Consortium on School Research has been surveying students, teachers, and principals in the Chicago Public Schools (CPS) since 1991 using what is now known as the 5Essentials surveys. The developers categorized and grouped survey measures into what they refer to as "The Five Essentials for School Improvement." The value of…

  15. 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…

  16. 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

  17. Icelandic 5th-Grade Girls' Developmental Trajectories in Proportional Reasoning

    ERIC Educational Resources Information Center

    Steinthorsdottir, Olof B.; Sriraman, Bharath

    2009-01-01

    Understanding of ratio and proportion is critical to the development of higher level mathematical skills. Following Carpenter, Gomez, et al.'s (1999) proposal of a four-level trajectory in the development of proportional reasoning, a 12-week investigation was undertaken of the developmental trajectory of proportional reasoning of girls in two…

  18. 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…

  19. Accelerated Instruction and Parent Involvement: The Impact on 3rd and 5th Grade Mathematics Performance

    ERIC Educational Resources Information Center

    Kramb, Amy D.

    2014-01-01

    The public school system in the United States is facing severe criticism. There exists today, a constant stream of negative messages through media coverage, news articles and charter school marketing campaigns claiming the failing of the public school system specifically in the content area of mathematics. Current research exposes alarming…

  20. A Study of Oral and Local History on Sportswomen with 5th Grade Students

    ERIC Educational Resources Information Center

    Dilek, Gulcin

    2016-01-01

    Problem Statement: Contrary to traditional historiography, which mainly focuses on men's experiences and ignores the women, historiography today includes all people, genders and social groups. Accordingly, school history also needs to regard female actors of the past in order to present a more gender-balanced past that makes visible not only the…

  1. 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…

  2. Discussing the Need of Experimental Replication with 5th Grade Students Conducting a Mealworm Experiment

    ERIC Educational Resources Information Center

    Asshoff, Roman

    2017-01-01

    Scientific inquiry requires the replication of results in experimental studies. Recent studies draw a severe picture on the need of replication and the difficulties in replicating already published studies. As replicated confirmation of results is the basis of scientific and medical research, there may be a need to introduce the topic of…

  3. 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

  4. 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.…

  5. 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,…

  6. 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),…

  7. 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,…

  8. 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,…

  9. 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,…

  10. Development of Analytical Thinking Ability and Attitudes towards Science Learning of Grade-11 Students through Science Technology Engineering and Mathematics (STEM Education) in the Study of Stoichiometry

    ERIC Educational Resources Information Center

    Chonkaew, Patcharee; Sukhummek, Boonnak; Faikhamta, Chatree

    2016-01-01

    The purpose of this study was to investigate the analytical thinking abilities and attitudes towards science learning of grade-11 students through science, technology, engineering, and mathematics (STEM) education integrated with a problem-based learning in the study of stoichiometry. The research tools consisted of a pre- and post-analytical…

  11. Attitudes toward Science among Grades 3 through 12 Arab Students in Qatar: Findings from a Cross-Sectional National Study

    ERIC Educational Resources Information Center

    Said, Ziad; Summers, Ryan; Abd-El-Khalick, Fouad; Wang, Shuai

    2016-01-01

    This study assessed students' attitudes toward science in Qatar. A cross-sectional, nationwide probability sample representing all students enrolled in grades 3 through 12 in the various types of schools in Qatar completed the "Arabic Speaking Students' Attitudes toward Science Survey" (ASSASS). The validity and reliability of the…

  12. Metaconceptually-Enhanced Simulation-Based Inquiry: Effects on Eighth Grade Students' Conceptual Change and Science Epistemic Beliefs

    ERIC Educational Resources Information Center

    Huang, Kun; Ge, Xun; Eseryel, Deniz

    2017-01-01

    This study investigated the effects of metaconceptually-enhanced, simulation-based inquiry learning on eighth grade students' conceptual change in science and their development of science epistemic beliefs. Two experimental groups studied the topics of motion and force using the same computer simulations but with different simulation guides: one…

  13. 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…

  14. How Far a Star. A Supplement in Space Oriented Concepts for Science and Mathematics Curricula for Intermediate Grades.

    ERIC Educational Resources Information Center

    Maben, Jerrold William

    Space science-oriented concepts and suggested activities are presented for intermediate grade teachers of science and mathematics in a book designed to help bring applications of space-oriented mathematics into the classroom. Concepts and activities are considered in these areas: methods of keeping time (historically); measurement as related to…

  15. Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

    ERIC Educational Resources Information Center

    Tsai, Liang-Ting; Yang, Chih-Chien

    2015-01-01

    This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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

  1. 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.

  2. 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.

  3. 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.

  4. 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.

  5. Science-Grade Imaging Data for HAWK-I, VIMOS, and VIRCAM: The ESO-UK Pipeline Collaboration

    NASA Astrophysics Data System (ADS)

    Neeser, M.; Lewis, J.; Madsen, G.; Yoldas, A.; Irwin, M.; Gabasch, A.; Coccato, L.; García-Dabó, C. E.; Romaniello, M.; Freudling, W.; Ballester, P.

    2016-12-01

    A new chapter for ESO science-grade data has begun with the implementa-tion of three new pipelines developed for the HAWK-I, VIMOS and VIRCAM instruments. The HAWK-I and VIMOS image archives at ESO have been completely reprocessed using these new pipelines, and these data are now publicly available. This article introduces the work done to bring these pipelines to the level of science-grade, their use in reprocessing ESO archival data, and their dissemination into ESO science operations and to the ESO community.

  6. 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…

  7. 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…

  8. Towards the Characterization of Academic Language in Upper Elementary Science Classrooms. CSE Report 621

    ERIC Educational Resources Information Center

    Bailey, Alison, L.; Butler, Frances A.; LaFramenta, Charmien; Ong, Christine

    2004-01-01

    This report details an exploratory study that employs qualitative methods to characterize the academic language used by teachers and students in 4th and 5th grade mainstream science classrooms. Teacher oral language, and to some degree student talk, was observed during content instruction. This type of data allows for a broad descriptive…

  9. 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'…

  10. 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…

  11. 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…

  12. Performance of science grade HgCdTe H4RG-15 image sensors

    NASA Astrophysics Data System (ADS)

    Zandian, Majid; Farris, Mark; McLevige, William; Edwall, Dennis; Arkun, Erdem; Holland, Eric; Gunn, James E.; Smee, Stephen; Hall, Donald N. B.; Hodapp, Klaus W.; Shimono, Atsushi; Tamura, Naoyuki; Carmody, Micheal; Auyeung, John; Beletic, James W.

    2016-07-01

    We present the test results of science grade substrate-removed 4K×4K HgCdTe H4RG-15 NIR 1.7 μm and SWIR 2.5 μm sensor chip assemblies (SCAs). Teledyne's 4K×4K, 15 μm pixel pitch infrared array, which was developed for the era of Extremely Large Telescopes, is first being used in new instrumentation on existing telescopes. We report the data on H4RG-15 arrays that have achieved science grade performance: very low dark current (<0.01 e-/pixel/sec), high quantum efficiency (70-90%), single CDS readout noise of 18 e-, operability >97%, total crosstalk <1.5%, well capacity >70 ke-, and power dissipation less than 4 mW. These SCAs are substrate-removed HgCdTe which simultaneously detect visible and infrared light, enabling spectrographs to use a single SCA for Visible-IR sensitivity. Larger focal plane arrays can be constructed by assembling mosaics of individual arrays.

  13. 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

  14. Assessment of an outreach program for eighth-grade science students: Measurement of affective and cognitive gains

    NASA Astrophysics Data System (ADS)

    Hauge, James Brian

    1998-12-01

    The College of Sciences and Mathematics Science Outreach Initiative was a program designed to attract students with the interest and ability to succeed in science and to keep them interested until they entered college. In this way, the Initiative sought to address the problem of a projected shortfall of scientists and engineers in the future. This study was conducted to evaluate the goals of the eighth grade component of the COSAM Initiative. These goals included: increased interest in and self-efficacy relating to science, increased achievement in science and mathematics, and increased enrollment in science and mathematics classes. Data were collected from 48 participants and 43 non-participants with surveys and from student records. Pre-treatment Chi-Square tests revealed that the groups did not differ in ethnicity, race, family income, parents' education, or parents' occupation. The surveys used were a total battery interest survey including (1) the Learning Science Things Survey (to measure interest in science topics), the Activities Interest Survey (to measure interest in science activities), the Career Orientation Survey (to measure interest in science careers) and the Learning Methods Survey (to measure interest in learning by experiential methods), (2) the Saturday Academy Survey (to measure self-efficacy concerning science activities), (3) the Saturday Academy Electronics/Eye Quiz (to test ability relating to science activities), and (4) the Summer Science Camp Survey (to measure interest in and self-efficacy concerning science activities). Student grades, SAT, and OLSAT scores, and the kinds of science and mathematics courses enrolled in during seventh and eighth grades were obtained from school records. Analysis of data using a mixed ANOVA design revealed that participation in the COSAM Initiative had no significant effect on interest in science as measured by the total battery survey. Similar analysis of Saturday Academy Survey data revealed that the

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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.

  20. Colorado Student Enrollment in Mathematics and Science, Fall 1991. A Survey of Enrollment of Colorado Public School Students, Grades 7-12, in Science, Mathematics, and Computer Science Courses.

    ERIC Educational Resources Information Center

    Hennes, James D.; And Others

    In recent years the graduation requirements in mathematics and science have increased in response to state and national goals calling for increased competency by U.S. graduates in those areas. Data on course enrollment in science, mathematics, and computer science in grades 7-12 were collected from 89 percent of the schools in Colorado in October,…

  1. 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.

  2. Effect of using repurposed science-rich feature films with varying levels of student activity in middle grades science instruction

    NASA Astrophysics Data System (ADS)

    Cavanaugh, Terence William

    This study provided an initial investigation into the use of repurposed content-rich entertainment videos (versus traditional educational videos) presented in either an active or passive educational setting. Eight classes of seventh grade general science students (n = 361) were randomly assigned to one of four video treatment groups: (1) repurposed content-rich entertainment video in a passive setting, (2) repurposed content-rich entertainment video in an active setting, (3) traditional educational video in a passive setting, and (4) traditional educational video in an active setting. The subject matter of the videos focused on basic chemistry, scientific method, and the nature of life. The repurposed content-rich entertainment groups watched a StarTrek the Next Generation episode, and the traditional educational video groups watched videos from NASA and the Understanding Science Corporation. Students completed a knowledge-based pretest and an initial attitude survey prior to the treatment. During the treatment, all participants watched the videos, discussed the science content, and answered directed questions. Active setting groups discussed and answered questions during the video, while the passive setting groups discussed and answered questions after the video. The treatment period lasted approximately 135 minutes. Immediately following treatment, participants received a knowledge-based posttest and an attitude survey. Three weeks after treatment, retention tests and follow-up surveys were administered. Test and survey data were analyzed using single factor and repeated measures ANOVA followed by post hoc tests. Significant gains (p < 0.05) in test scores were found for repurposed content-rich entertainment video over traditional educational video groups. No significant differences were found in test scores between the active and passive setting groups. When the variables were combined, additional effects were noted. Specifically, significant differences were

  3. Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students

    NASA Astrophysics Data System (ADS)

    Riedell, Kate Elizabeth

    The Individuals with Disabilities Education Act (IDEA, 2004) cemented the fact that students with disabilities must be placed in the least restrictive environment and be given the necessary supports to help them succeed (Lawrence-Brown, 2004). This provides significant challenges for general education teachers, especially in an era of standards based reform with the adoption of the Common Core State Standards (CCSSI, 2014) by most states, along with the Next Generation Science Standards (NGSS, 2013). While a variety of methods, strategies, and techniques are available to teachers, there is a dearth of literature that clearly investigates how teachers take into account the ability and motivation of students with special needs when planning and implementing curriculum, instruction, and assessment. Thus, this study sought to investigate this facet through the lens of differentiation, personalization, individualization and universal design for learning (UDL) (CAST, 2015), all of which are designed to meet the needs of diverse learners, including students with special needs. An embedded single-case study design (Yin, 2011) was used in this study with the case being differentiated and/or personalized curriculum, instruction and/or assessment, along with UDL for students with special needs, with each embedded unit of analysis being one eighth grade general education science teacher. Analyzing each sub-unit or case, along with a cross-case analysis, three eighth grade general education science teachers were observed over the course of two 10-day units of study in the fall and spring, as they collected artifacts and completed annotations within their electronic portfolios (ePortfolios). All three eighth grade general education science teachers collected ePortfolios as part of their participation in a larger study within California, "Measuring Next Generation Science Instruction Using Tablet-Based Teacher Portfolios," funded by the National Science Foundation. Each teacher

  4. 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…

  5. "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. The…

  6. 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…

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

    NASA Astrophysics Data System (ADS)

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

    2015-10-01

    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 environment, whereas students in the experimental group participated in online collaborative activities using the Edmodo educational platform in a hybrid learning environment. Students completed the Classroom Community Scale survey as a pretest and posttest. Results indicated that the students who participated in the face-to-face classroom had higher overall sense of community and learning community than students who participated in collaborative activities in the online environment. Results and implications are discussed and suggestions for future research are provided.

  8. Factors affecting the output pulse flatness of the linear transformer driver cavity systems with 5th harmonics

    DOE PAGES

    Alexeenko, V. M.; Mazarakis, M. G.; Kim, A. A.; ...

    2016-09-19

    Here, we describe the study we have undertaken to evaluate the effect of component tolerances in obtaining a voltage output flat top for a linear transformer driver (LTD) cavity containing 3rd and 5th harmonic bricks [A. A. Kim et al., in Proc. IEEE Pulsed Power and Plasma Science PPPS2013 (San Francisco, California, USA, 2013), pp. 1354–1356.] and for 30 cavity voltage adder. Our goal was to define the necessary component value precision in order to obtain a voltage output flat top with no more than ±0.5% amplitude variation.

  9. Factors affecting the output pulse flatness of the linear transformer driver cavity systems with 5th harmonics

    NASA Astrophysics Data System (ADS)

    Alexeenko, V. M.; Mazarakis, M. G.; Kim, A. A.; Kondratiev, S. S.; Sinebryukhov, V. A.; Volkov, S. N.; Cuneo, M. E.; Kiefer, M. L.; Leckby, J. J.; Oliver, B. V.; Maloney, P. D.

    2016-09-01

    We describe the study we have undertaken to evaluate the effect of component tolerances in obtaining a voltage output flat top for a linear transformer driver (LTD) cavity containing 3rd and 5th harmonic bricks [A. A. Kim et al., in Proc. IEEE Pulsed Power and Plasma Science PPPS2013 (San Francisco, California, USA, 2013), pp. 1354-1356.] and for 30 cavity voltage adder. Our goal was to define the necessary component value precision in order to obtain a voltage output flat top with no more than ±0.5 % amplitude variation.

  10. Analyzing Turkey's data from TIMSS 2007 to investigate regional disparities in eighth grade science achievement

    NASA Astrophysics Data System (ADS)

    Erberber, Ebru

    Turkey is expected to be a full member of the European Union (EU) by 2013. In the course of its integration into the EU, Turkey has been simultaneously facing access, quality, and equity issues in education. Over the past decade, substantial progress has been made on increasing the access. However, improving the country's low level of education quality and achieving equity in quality education across the regions continue to be a monumental challenge in Turkey. Most recently, results from the Trends in International Mathematics and Science Study (TIMSS) 2007 indicated that Turkey's educational achievement at the eighth grade, the end of compulsory primary education in Turkey, was far below that of other countries in the EU. Considering Turkey's long standing socioeconomic disparities between the western and eastern parts of the country, the challenges of improving overall education quality are coupled with the challenges of achieving equity in learning outcomes for students across the regions. This dissertation used data from TIMSS 2007 to document the extent of Turkey's regional differences in science achievement at the eighth grade and to investigate factors associated with these differences. Findings from a series of analyses using hierarchical linear models suggested that attempts to increase Turkish students' achievement and close the achievement gaps between regions should target the students in the undeveloped regions, particularly in Southeastern Anatolia and Eastern Anatolia. Designing interventions to improve competency in Turkish and to compensate for the shortcomings of insufficient parental education, limited home educational resources, poor school climate for academic achievement, and inadequate instructional equipment and facilities might be expected to close the regional achievement gaps as well as raise the overall achievement level in Turkey.

  11. Analyzing stories told by an elementary science teacher in a fifth-grade classroom

    NASA Astrophysics Data System (ADS)

    Trotman, Alicia M.

    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 answers questions concerning: (a) what types of stories Ms. M tells during science instruction; (b) when these stories occur in the classroom; and (c) what pedagogical functions do these stories serve in the classroom. Utilizing theories on the social construction of knowledge and narrative cognition, stories told may be formed through multiple paths that follow no logical expression to make sense of the context and to connect to its audience. Therefore, this study provides insight into how Ms. M made sense of science with her stories and the ways in which they worked with her students. The results illlustrated that the types of stories found with Ms. M were autobiographical, biographical, fictional, or based on current events. These stories occurred when the teacher initiated the discussion by bringing forth a definition, a question or reinforcing a concept. However, the stories were triggered by students to a greater degree with their questions, concerns, observations or their own stories or explanations. Finally, all pedagogical functions of stories were identified with Ms. M's stories: promotion of engagement or attention of students, building community, clarifying concepts or vocabulary, activation and building of background knowledge and disclosure of teacher role and voice. Ms. M stories exemplified her sense-making of science and connections to her own life that her students were eventually able to make for themselves.

  12. 5th International PCB Workshop--summary and implications.

    PubMed

    Birnbaum, L S; Staskal-Wikoff, D S

    2010-11-01

    A summation of new and novel findings presented at "The Fifth PCB Workshop: New Knowledge Gained from Old Pollutants" workshop is provided in this overview, along with discussion of data gaps and research needs in the future. Relative to the previous workshop, the scientific presentations had a decreased emphasis on toxicology; rather, more than half of the sessions dealt with environmental sources, fate and transport, or transformations. Approximately 100 presentations in the form of talks and posters were included in the workshop. The presentations were generally divided into: emissions and transport of PCBs in natural and urban settings; chiral aspects of PCB transport; metabolism and distribution; new aspects of environmental metabolism of PCBs--from microbes to plants to animals; reproduction, developmental and cardiovascular effects of PCBs; updates on Anniston--the most highly exposed PCB community in the U.S. to date; and new and novel approaches for evaluating PCB mixtures (e.g., PCB toxic equivalency factors, and TEFs)--and the implications of such for risk assessment. An overarching state-of-the-science view is important to the goal of preventing negative health consequences. Currently, there are still many roadblocks to evaluating risk associated with this large group of 209 congeners--all of which have different physiochemical properties, variable fate and transport mechanism in the environment, and a range of ability for persistence, bioaccumulation, and biological activity.

  13. Effects of the LEARN reading comprehension strategy on fourth and fifth grade students' learning of science information

    NASA Astrophysics Data System (ADS)

    Holmes, Kerry Pauline

    2000-10-01

    The purpose of the quasi-experimental study was to determine whether integrating students' experiences with science concepts enhanced science learning. Fourth and fifth grade students from six classrooms in a rural elementary school in northern Mississippi participated in the study. A reading comprehension strategy, Linking Experiences and Reading Network (LEARN), enabled students to build knowledge from their prior experiences through the use of a series of three graphic organizers. LEARN enabled busy teachers to move their curriculum toward a constructivist approach to learning while keeping their previously planned science lessons. LEARN was significantly more effective than conventional methods alone the second time the strategy was implemented. Students in both grades demonstrated significant improvement in science learning when prior experiences were used as a foundation for learning.

  14. A model marine-science curriculum for fourth-grade pupils in Florida

    NASA Astrophysics Data System (ADS)

    Schulte, Philip James

    This dissertation focused on the development of a model marine-science curriculum for fourth-grade pupils in the State of Florida. The curriculum was developed using grounded theory research method, including a component of data collected from an on-line survey administered to 106 professional educators and marine biologists. The results of the data collection and analysis showed a definitive necessity for teacher preparedness, multidisciplinary content, and inquiry-based science instruction. Further, three important factors emerged: (a) collaborative grouping increases achievement; (b) field excursions significantly impact student motivation; (c) standardized testing influences curriculum development. The curriculum is organized as an 11-day unit, with detailed lesson plans presented in standard curricular format and with all components correlated to the Florida State Educational Standards. The curriculum incorporates teacher preparation, multimedia presentations, computer-assisted instruction, scientific art appreciation, and replication as well as assessment factors. The curriculum addresses topics of ichthyology, marine animal identification, environmental conservation and protection, marine animal anatomy, water safety, environmental stewardship, and responsible angling techniques. The components of the curriculum were discussed with reference to the literature on which it was based and recommendations for future research were addressed.

  15. Linguistic Resources Used in Grade 8 Students' Submicro Level Explanations—Science Items from TIMSS 2007

    NASA Astrophysics Data System (ADS)

    Frändberg, Birgitta; Lincoln, Per; Wallin, Anita

    2013-12-01

    Explanations involving submicro levels of representation are central to science education, but known to be difficult for students in secondary school. This study examines students' written explanations of physical and chemical phenomena regarding matter and changes in matter, in a large-scale test. This is done in order to understand linguistic challenges in constructing submicro level explanations involving the particle model of matter. Drawing from systemic functional linguistics, the lexicogrammatics used in explanations for realising experiential meaning in student explanations were analysed. We used answers to two partly constructed response items from the Swedish part of Trends in International Mathematics and Science Studies 2007, grade 8, to sort out explanations referring to the particle model of matter. These answers (86 from 954) were analysed regarding choices of vocabulary and grammar to distinguish between macro and submicro level of representation. The results show that students use a wide variety of lexicogrammatical resources to realise what happens on both macro and submicro level of representation, with greater diversity of verbs on the submicro level of explanation. The results suggest an uncertainty about the distinction between macro and submicro level of explanation.

  16. The effects of differentiated instruction on academic achievement in a second-grade science classroom

    NASA Astrophysics Data System (ADS)

    Ferrier, Ann M.

    Education in the United States is moving quickly toward holding school districts more accountable for the academic success of all students. The purpose of this quasi-experimental study was to determine if utilizing differentiated instructional strategies had an impact on student achievement. Differentiated instruction, based on the theory of constructivism, is a means of meeting the needs of all learners within a single classroom. Teachers must vary how and what they teach, as well as how they evaluate. Analysis of Covariance (ANCOVA) was used to determine the impact instruction using differentiated strategies had on the academic achievement of second-grade students in life science and in physical science. Students in the differentiated instructional classes were found to score significantly greater than their traditionally instructed peers. School districts across the United States can benefit from the findings of this study. Teachers at all levels should be trained in differentiated instruction to better serve their students. Differentiated instruction provides all children better opportunities to learn, resulting in more academically equipped and contributing members of society.

  17. An evaluation of the National Curriculum Redesign Project: Eighth grade science curriculum pedagogical strategies

    NASA Astrophysics Data System (ADS)

    Chalwell-Brewley, Lavon P.

    The purpose of this study was to examine the effectiveness of the eighth grade science National Curriculum Redesign Project. The site for this study was an urban secondary school in the British Virgin Islands. The school's population consisted of 1600 students and 120 teachers, where approximately 70% of the students were from low socioeconomic families (Secondary High School Statistical Records, 2006). The school's population was tri-cultural and consisted of approximately more Black West Indian, than Hispanic and Caucasian students and teachers. The school employed a student centered and pedagogical approach. The classroom's structure comprised of heterogeneously grouped inclusion classes with class sizes ranging between 27--40 students. The results of several studies revealed that the school's graduates did not have vital skills to work and effectively function in the work place (Organization of Eastern Caribbean States, 2000). These findings challenged the curriculum attributes and the school's pedagogical practices as it relates to providing powerful discourse in good instruction and improved academic achievement skills. Thus, the National Curriculum Redesign Project was developed to ensure teaching-learning components work together to foster significant learning practices. The review of the literature informed and substantiated the research and the related research questions. The population sample consisted of three secondary school science teachers and 26 students. Questionnaires and interview data collecting tools were employed. The data was analyzed to identify patterns and themes in responses. Descriptive statistics consisting of frequencies and percentage were used to support qualitative information and recommendations were made.

  18. Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

    NASA Astrophysics Data System (ADS)

    Tsai, Liang-Ting; Yang, Chih-Chien

    2015-05-01

    This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS 2011 study, in which they were required to complete questionnaires. A 3-level multilevel analysis was used to assess the influence of factors at 3 levels on the science performance of 8th-grade Taiwanese students. The results showed that the provision of education resources at home, teachers' level of education, and school climate were the strongest predictor of science performance at the student, classroom, and school level, respectively. It was concluded that the science performance of 8th-grade Taiwanese students is driven largely by individual factors. Classroom-level factors accounted for a smaller proportion of the total variance in science performance than did school-level factors.

  19. Effects on seventh-grade students' achievement and science anxiety of alternatives to conventional frog dissection

    NASA Astrophysics Data System (ADS)

    Marszalek, Christine Susan

    1998-12-01

    The purpose of this study in a suburban school district was to investigate and compare the level of learning and long-term retention of frog internal anatomy between seventh-grade students using an interactive CD tutorial, a desktop microworld, and conventional frog dissection. Students' anxiety toward science was also compared across the three treatment groups and between genders. Additional data on the students' preferred learning style were used to explore possible interaction effects with their respective instructional activity. Subjects participating in the study were all seventh-grade students in one junior-high school, numbering 280 in total. Classes were randomly assigned to the three modes of instruction for the dissection of a frog: a CD-tutorial dissection, a desktop microworld dissection, and a conventional dissection. The Conventional treatment was the traditional physical dissection using a preserved frog specimen and lab dissection tools. The CD-Tutorial treatment was the interactive tutorial Digital Frog from Digital Frog International. The Microworld treatment was a desktop microworld environment composed of Operation Frog on CD supplemented with other programs to provide additional avenues for learning. Data collection and testing occurred prior to treatment, one day after treatment, and three months after treatment. Data collected showed mixed results for all measures taken. The differences in achievement gained favoring the conventional treatment from pretest to both posttests appear to have leveled out somewhat over time. Although anxiety levels declined for both genders after treatment, females continued to report significantly higher science anxiety than males. There appears to be a relationship between treatment and gender in terms of effect on science anxiety. For all three measures taken--pretest, immediate posttest and delayed posttest--no significant difference in achievement by learning style was observed. Learning style alone does not

  20. Longitudinal Study of Career Cluster Persistence from 8th Grade to 12th Grade with a Focus on the Science, Technology, Engineering, & Math Career Cluster

    NASA Astrophysics Data System (ADS)

    Wagner, Judson

    Today's technology driven global economy has put pressure on the American education system to produce more students who are prepared for careers in Science, Technology, Engineering, and Math (STEM). Adding to this pressure is the demand for a more diverse workforce that can stimulate the development of new ideas and innovation. This in turn requires more female and under represented minority groups to pursue future careers in STEM. Though STEM careers include many of the highest paid professionals, school systems are dealing with exceptionally high numbers of students, especially female and under represented minorities, who begin but do not persist to STEM degree completion. Using the Expectancy-Value Theory (EVT) framework that attributes student motivation to a combination of intrinsic, utility, and attainment values, this study analyzed readily available survey data to gauge students' career related values. These values were indirectly investigated through a longitudinal approach, spanning five years, on the predictive nature of 8 th grade survey-derived recommendations for students to pursue a future in a particular career cluster. Using logistic regression analysis, it was determined that this 8 th grade data, particularly in STEM, provides significantly high probabilities of a 12th grader's average grade, SAT-Math score, the math and science elective courses they take, and most importantly, interest in the same career cluster.

  1. Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

  2. Content, format, gender and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure

    NASA Astrophysics Data System (ADS)

    Williams, Richard L.; Yore, Larry D.

    Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.

  3. Hard-To-Teach Science Concepts: A Framework to Support Learners, Grades 3-5. Hard-to-Teach Science Concepts Series

    ERIC Educational Resources Information Center

    Koba, Susan B.

    2011-01-01

    Authors Susan Koba and Carol Mitchell introduce teachers of grades 3-5 to their conceptual framework for successful instruction of hard-to-teach science concepts. Their methodology comprises four steps: (1) engage students about their preconceptions and address their thinking; (2) target lessons to be learned; (3) determine appropriate strategies;…

  4. SCDC Spanish Curricula Units. Science/Math Strand, Unit 8, Grade 3, Teacher's Guide--Multi-Ethnic Edition.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Built around a theme of communities in the nation, this teacher's guide for unit eight of a science/math strand for Spanish-speaking children in grade three contains both learning and assessment activities. This unit addresses what the elements are, how needs and wants are satisfied, how change occurs, and what the results of change are. The guide…

  5. [East Syracuse-Minoa Schools Environmental Education Materials, Middle School Package, Grade 6--Science and Social Studies.

    ERIC Educational Resources Information Center

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

    These two environmental education units were designed for use at the sixth-grade level. The first unit focuses on science and is a five-week study which emphasizes ecology along a creek. The unit is designed around the idea that a creek and its surrounding area serve as a suitable focus for environmental study because they illustrate many…

  6. Effects of an Inverted Instructional Delivery Model on Achievement of Ninth-Grade Physical Science Honors Students

    ERIC Educational Resources Information Center

    Howell, Donna

    2013-01-01

    This mixed-methods action research study was designed to assess the achievement of ninth-grade Physical Science Honors students by analysis of pre and posttest data. In addition, perceptual data from students, parents, and the researcher were collected to form a complete picture of the flipped lecture format versus the traditional lecture format.…

  7. World History, Culture, and Geography: The Modern World. Course Models for the History-Social Science Framework, Grade 10.

    ERIC Educational Resources Information Center

    Prescott, Stephanie, Ed.; And Others

    This resource book is designed to assist teachers in implementing California's history-social science framework at the 10th grade level. The models support implementation at the local level and may be used to plan topics and select resources for professional development and preservice education. This document provides a link between the…

  8. Comparing Multiple Intelligences Approach with Traditional Teaching on Eight Grade Students' Achievement in and Attitudes toward Science

    ERIC Educational Resources Information Center

    Kaya, Osman Nafiz; Dogan, Alev; Gokcek, Nur; Kilic, Ziya; Kilic, Esma

    2007-01-01

    The purpose of this study was to investigate the effects of multiple intelligences (MI) teaching approach on 8th Grade students' achievement in and attitudes toward science. This study used a pretest-posttest control group experimental design. While the experimental group (n=30) was taught a unit on acids and bases using MI teaching approach, the…

  9. Expanding Children's Geographic World. Grade 1 Model Lesson for Standard 2. California History-Social Science Course Models.

    ERIC Educational Resources Information Center

    Curtis, Mary Clair; Roth, Patsy; Porter, Priscilla

    To complete Standard 2 of the California History-Social Science Framework, first-grade students must learn to use and construct maps and consider how location, weather, and physical environments affect the way people live. Students develop basic geographic skills by focusing first on their school and then on their neighborhood. The 6-year-old…

  10. Coastline Development. [Aids to Individualize the Teaching of Science, Mini-Course Units for Grades 7, 8, and 9.

    ERIC Educational Resources Information Center

    Ford, Nelson S.

    This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…

  11. Improving the Acquisition and Retention of Science Material by Fifth Grade Students through the Use of Imagery Interventions

    ERIC Educational Resources Information Center

    Cohen, Marisa T.; Johnson, Helen L.

    2012-01-01

    This study examined the effect of imagery interventions for the presentation of novel science vocabulary to fifth grade learners. Eighty-nine students from two schools in Long Island participated in this study and were randomly assigned to four different instructional interventions: a Picture Presentation method, in which a word was paired with a…

  12. The Effects of Implementation of the Multiple Intelligences Theory on Grade-7 Students' Attitudes toward and Perceptions of Science

    ERIC Educational Resources Information Center

    Kaya, Osman Nafiz; Ebenezer, Jazlin

    2003-01-01

    The purpose of this study was to investigate the effects of implementation of student-centered activities based on multiple intelligences (MI) theory on grade-7 students' attitudes toward and perceptions of science. While the experimental group consisting of 25 students was taught a unit on the atom and atomic properties using strategies based on…

  13. Representational Practices by the Numbers: How Kindergarten and First-Grade Students Create, Evaluate, and Modify Their Science Representations

    ERIC Educational Resources Information Center

    Danish, Joshua Adam; Phelps, David

    2011-01-01

    A productive approach to studying the role of representations in supporting students' learning of science content is to examine their actions from a practice perspective. The current study examines kindergarten and first-grade students' representational practices across a consistent context--the creation of storyboards--both before and after a…

  14. Interest of Grade Ten Students toward Physics among Other Science Subjects, Case of Wolaita Soddo Town Governmental Secondary Schools, Ethiopia

    ERIC Educational Resources Information Center

    Hamelo, Shewangzaw

    2016-01-01

    This paper has proposed to investigate the interest in students towards physics among other science subjects. The investigation was carried out with 490 samples of grade ten students in Wolaita Soddo town governmental schools. Thus, overall result indicates that the interest in students towards physics is low and students hate to learn physics in…

  15. Creepy Critters (Snakes). [Aids to Individualize the Teaching of Science, Mini-Course Units for Grades 7, 8, and 9.

    ERIC Educational Resources Information Center

    Best, Terrence

    This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…

  16. Ocean Currents. [Aids to Individualize the Teaching of Science, Mini-Course Units for Grades 7, 8, and 9.

    ERIC Educational Resources Information Center

    Fradiska, John

    This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…

  17. The Effects of Incorporating Web-Assisted Learning with Team Teaching in Seventh-Grade Science Classes

    ERIC Educational Resources Information Center

    Jang, Syh-Jong

    2006-01-01

    Due to the implementation of a 9-year integrated curriculum scheme in Taiwan, research on team teaching and web-based technology appears to be urgent. The purpose of this study was incorporated web-assisted learning with team teaching in seventh-grade science classes. The specific research question concerned student performance and attitudes about…

  18. SCDC Spanish Curricula Units. Science/Math Strand, Unit 7, Grade 3, Teacher's Guide--Multi-Ethnic Edition.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Instructional and assessment activities for unit seven of a science/math strand for Spanish-speaking students in grade three focus on the extended community. Activities support four spiraling questions on the elements, wants and needs, change occurrence, and results of change. For each activity, the focus, objective, and materials needed are…

  19. Technology and Man: The Humanities and Science (Selected Study Topics for Gifted Students in Grades 9-12).

    ERIC Educational Resources Information Center

    Abbott, Barbara; Diers, Russell

    One in a series of units of instruction for gifted students, the booklet focuses on humanities and science. Three sample units are offered for students in grades 9-12. In "Man's Origins: Where Did He Come From?" students examine the conflicts over evolution versus creationism, impacts of genetic control, and the ecomonics and politics of the…

  20. Evansville: A City on the Ohio River. An Interdisciplinary Unit for Grade 3: Language Arts, Mathematics, Science, Social Studies.

    ERIC Educational Resources Information Center

    Evansville-Vanderburgh School Corp., IN.

    This grade 3 interdisciplinary resource unit uses Evansville, Indiana and the Ohio River as its focus for social studies, language arts, mathematics, and science lessons. Text, pictures, and maps are provided to teach social studies lessons in history, geography, and map skills, and the student exercises include tests on vocabulary words and map…

  1. Implementing a Science-Based Interdisciplinary Curriculum in the Second Grade: A Community of Practice in Action

    ERIC Educational Resources Information Center

    Park Rogers, Meredith

    2011-01-01

    The purpose of this study was to explore the role that a collaborative teaching approach, referred to as a community of practice (CoP), had on a team of four second grade teachers' implementation of a science-based interdisciplinary curriculum. Data was collected in the form of extensive observation notes gathered over 10-weeks of twice weekly…

  2. Assessing Science Reasoning and Conceptual Understanding in the Primary Grades Using Standardized and Performance-Based Assessments

    ERIC Educational Resources Information Center

    Kim, Kyung Hee; VanTassel-Baska, Joyce; Bracken, Bruce A.; Feng, Annie; Stambaugh, Tamra

    2014-01-01

    Project Clarion, a Jacob K. Javits-funded project, focused on the scale-up of primary-grade science curricula. Curriculum units, based on an Integrated Curriculum Model (ICM), were developed for high-ability learners, but tried out with all students in Title I settings to study the efficacy of the units with all learners. The units focus on the…

  3. 3D Visualization Types in Multimedia Applications for Science Learning: A Case Study for 8th Grade Students in Greece

    ERIC Educational Resources Information Center

    Korakakis, G.; Pavlatou, E. A.; Palyvos, J. A.; Spyrellis, N.

    2009-01-01

    This research aims to determine whether the use of specific types of visualization (3D illustration, 3D animation, and interactive 3D animation) combined with narration and text, contributes to the learning process of 13- and 14- years-old students in science courses. The study was carried out with 212 8th grade students in Greece. This…

  4. Teachers' Guide for Aviation Education. For Use in Grades Two Through Six. Communication Arts, Science, Social Studies, Health, Career Education.

    ERIC Educational Resources Information Center

    Federal Aviation Administration (DOT), Washington, DC.

    This teacher's guide provides elementary teachers (grades 2-6) with supplementary learning activities centered around the subject of aviation, which may be used to enrich their regular programs. The guide is divided into the following five subject areas: communication arts, science, social studies, health, and careers in aviation. The guides vary…

  5. The Determinants of Grades 3 to 8 Students' Intentions To Engage in Laboratory and Non-Laboratory Science Learning Behavior.

    ERIC Educational Resources Information Center

    Ray, Brian D.

    Data were collected from grades 3 to 8 students (N=377) in order to identify the determinants of their intentions to perform laboratory and non-laboratory science activities. Fishbein and Ajzen's Theory of Reasoned Action was used as the basis for the study. The theory posits that the immediate determinant of behavior is intention. Intention is…

  6. A Comparison of Level of Understanding of Eighth-Grade Students and Science Student Teachers Related to Selected Chemistry Concepts

    ERIC Educational Resources Information Center

    Calik, Muammer; Ayas, Alipasa

    2005-01-01

    The aim of this study is to investigate and compare level of understanding of eighth-grade students and student teachers in their final year in the science education department related to concepts of solution, gas, and chemical change. A qualitative and quantitative methodology was used for this investigation. Open-ended questions and group…

  7. The Impact of Technology on the Enactment of "Inquiry" in a Technology Enthusiast's Sixth Grade Science Classroom

    ERIC Educational Resources Information Center

    Waight, Noemi; Abd-El-Khalick, Fouad

    2007-01-01

    This study investigated the impact of the use of computer technology on the enactment of "inquiry" in a sixth grade science classroom. Participants were 42 students (38% female) enrolled in two sections of the classroom and taught by a technology-enthusiast instructor. Data were collected over the course of 4 months during which several "inquiry"…

  8. The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six

    NASA Astrophysics Data System (ADS)

    Hill, Mary Denise

    The purpose of this study was to determine whether integrating mathematics and science curriculum and teaching practices significantly improves achievement in mathematics and attitudes towards mathematics among sixth grade students in South Texas. The study was conducted during the 2001--2002 school year. A causal-comparative ex post facto research design was used to explore the effects of integrated mathematics and science classrooms compared to classrooms of traditional, isolated mathematics and science teaching practices on student achievement and student attitudes. Achievement was based on the Spring 2002 Mathematics portion of the standardized Texas Assessment of Academic Skills (TAAS) Texas Learning Index (TLI) scores and individual student's mathematics Grade Point Average (GPA). Measurement of student attitudes was based on the results of the Integrated Mathematics Attitudinal Survey (IMAS), created by the researcher for this study. The sample population included 349 Grade 6 mathematics students attending one middle school involved in a pilot program utilizing integrated mathematics/science curriculum and teaching practices in a South Texas urban school district. The research involved 337 of the 349 sixth grade students to study the effects of mathematics/science curriculum and teaching practices on achievement and 207 of the 349 sixth grade students to study the effects of mathematics/science curriculum on attitudes concerning mathematics. The data were analyzed using chi square analyses, independent samples t-tests, and the analysis of variance (ANOVA). Statistical significance was determined at the .05 level of significance. Significant relationships were found when analyzing the proficiency of mathematics skills and individual growth of mathematics achievement. Chi square analyses indicated that the students in the integrated mathematics/science classrooms were more likely to exhibit individual growth and proficiency of mathematics skills based on the

  9. Effects of tactual and kinesthetic instructional resources on simple recall and higher-level cognitive science achievement and attitudes toward science of third-grade suburban students

    NASA Astrophysics Data System (ADS)

    Searson, Robert Francis

    This researcher investigated the effects of tactual and kinesthetic instructional resources on the simple recall and higher-level cognitive science achievement and attitudes toward science of third-grade suburban students in a northern New Jersey school district. The Learning Style Inventory (LSI) (Dunn, Dunn, & Price, 1996) was administered to ascertain the identity of the learning-style perceptual preferences of all 59 third-graders who completed the three science units. Each of the three classes was presented two science units using learning-style instructional resources; one science unit was taught using traditional methods. All three science units were completed in a six-week period. Students were administered a pretest and posttest for each science unit and the Semantic Differential Scale (Pizzo, 1981) at the conclusion of each science unit. Analysis of variance (ANOVA) assessed the effects of treatments and attitudes toward science. The statistical analysis of this study revealed a significant difference (p < 0.0001) between students' simple recall science achievement posttest scores when taught tactually and/or kinesthetically compared to when they were taught science traditionally. Furthermore, the Contingency Table analysis, using Fisher's Exact Test indicated a significant difference (p = 0.00008) between the higher-level cognitive science achievement posttest scores when students are taught science tactually and/or kinesthetically compared to when they are taught science traditionally. The findings of this study supported the view when tactual and/or kinesthetic methods were employed, higher achievement gains were realized for simple recall and higher-level cognitive science achievement. Further recommendations called for a reexamination of science instructional methods employed in our elementary classroom.

  10. Growing minds: The effect of school gardening programs on the science achievement of elementary students

    NASA Astrophysics Data System (ADS)

    Klemmer, Cynthia Davis

    Science literacy refers to a basic knowledge and understanding of science concepts and processes needed to consider issues and make choices on a daily basis in an increasingly technology-driven society. A critical precursor to producing science literate adults is actively involving children in science while they are young. National and state (TX) science standards advocate the use of constructivist methods including hands-on, experiential activities that foster the development of science process skills through real-world investigations. School gardens show promise as a tool for implementing these guidelines by providing living laboratories for active science. Gardens offer opportunities for a variety of hands-on investigations, enabling students to apply and practice science skills. School gardens are increasing in popularity; however, little research data exists attesting to their actual effectiveness in enhancing students' science achievement. The study used a quasi-experimental posttest-only research design to assess the effects of a school gardening program on the science achievement of 3rd, 4th, and 5th grade elementary students. The sample consisted of 647 students from seven elementary schools in Temple, Texas. The experimental group participated in school gardening activities as part of their science curriculum. The control group did not garden and were taught using traditional classroom-based methods. Results showed higher scores for students in the experimental group which were statistically significant. Post-hoc tests using Scheffe's method revealed that these differences were attributed to the 5th grade. No statistical significance was found between girls and boys in the experimental group, indicating that gardening was equally effective for both genders. Within each gender, statistical significance was found between males in the experimental and control groups at all three grade levels, and for females in the 5 th grade. This research indicated that

  11. What predicts the selection of nursing as a career choice in 5th and 6th year school students?

    PubMed

    Neilson, Gavin R; Jones, Martyn C

    2012-07-01

    Demand for nursing care, and nurses, is growing in the United Kingdom given an increasingly ageing patient population with long-term co-morbidities. An ageing nursing workforce and fewer school leavers entering nursing are key barriers to student nurse recruitment. This paper aims to identify the socio-demographic and correlates nursing as a career choice in 5th and 6th year school students. This cross-sectional descriptive study gathered self-administered questionnaires from a total cohort of 5th and 6th year school students (n=1059) in one educational authority in Scotland. A response rate of 100% was achieved, with 702 students expressing a career choice. Some 71.7% (n=503) of students providing a full data set would never consider nursing, even if they obtained poor grades. Only 28.3% (n=199) would ever consider nursing. Students cited nursing as a career choice if they were female, of average to below average academic ability/achievement, expressed a positive attitude to nursing as a degree subject which was shared by their career guidance teacher. Each additional higher reduced the likelihood of nursing as a career choice by 22%. Nursing is an unpopular career choice amongst school students. Strategies are required to improve the occupational image of nursing in secondary education.

  12. 75 FR 63478 - 5th Annual PHEMCE Stakeholders Workshop and BARDA Industry Day

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-15

    ... HUMAN SERVICES Office of the Secretary 5th Annual PHEMCE Stakeholders Workshop and BARDA Industry Day... Emergency Medical Countermeasures Enterprise (PHEMCE) Stakeholders Workshop and BARDA Industry Day to be..., International Governments, Industry, Healthcare Providers, First Responders, Community-Based Organizations,...

  13. 6. 5TH FLOOR, VIEW NORTH OF KETTLE SOAP STORAGE TANKS ...

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

    6. 5TH FLOOR, VIEW NORTH OF KETTLE SOAP STORAGE TANKS (RIGHT) AND WEIGH HOPPERS OVER SITES OF REMOVED AMALGAMATORS (LEFT) - Colgate & Company Jersey City Plant, Building No. B-14, 54-58 Grand Street, Jersey City, Hudson County, NJ

  14. CT demonstration of a 5th ventricle--a finding to KO boxers?

    PubMed

    Macpherson, P; Teasdale, E

    1988-01-01

    The reported prevalence of 5th ventricles based on air studies varies from 1-12% and ranges up to 60% as an autopsy finding. The prevalence of what is usually an incidental anomaly has not been determined by computed tomography (CT). 5th ventricles are however known to be more common in brain damaged boxers and with the introduction of compulsory CT scanning for certain boxers it is necessary to know what significance to attach to the finding of a cavum in these individuals. To ascertain the prevalence and morphology of 5th ventricles as detected by CT in the population, a thousand consecutive scans were analysed for the presence or absence of a 5th ventricle and other associated midline developmental abnormalities and correlations made with any pathology found. A 5th ventricle was present in 5.5% of the group and in most cases was less than 3 mm wide. An apparent association with other pathology was found only in patients under the age of 15. A 6th ventricle was found in 0.5% while a cavum velum interpositum was present in 9.5%. The isolated finding of a small 5th ventricle on the CT scan of a young active boxer almost certainly represents a persistent congenital anomaly of no significance.

  15. PREFACE: 5th International EEIGM/AMASE/FORGEMAT Conference on Advanced Materials Research

    NASA Astrophysics Data System (ADS)

    Ayadi, Zoubir; Czerwiec, Thierry; Horwat, David; Jamart, Brigitte

    2009-07-01

    This issue of IOP Conference Series: Materials Science and Engineering, contains manuscripts of talks that will be presented at the 5th International EEIGM/AMASE/FORGEMAT Conference on Advanced Materials Research that will be held at the Ecole Européenne d'Ingénieurs en Génie des Matériaux - European School of Materials Science and Engineering (EEIGM) in Nancy on November 4-5 2009. The conference will be organized by the EEIGM. The aim of the conference is to bring together scientists from the six European universities involved in the EEIGM and in the ''Erasmus Mundus'' AMASE Master (Advanced Materials Science and Engineering) programmes and in the Tempus FORGEMAT European project: Nancy-Université - EEIGM/INPL (Nancy, France), Universität des Saarlandes (Saarbrücken, Germany), Universitat Politècnica de Catalunya - ETSEIB (Barcelona, Spain), Luleå Tekniska Universitet (Luleå, Sweden), Universidad Politecnica de Valencia - ETSII (Valencia, Spain) and AGH University of Science and Technology, (Kralow, Poland). This conference is also open to other universities who have strong links with the EEIGM and it will provide a forum for exchange of ideas, cooperation and future directions by means of regular presentations, posters and a round-table discussion. After careful refereeing of all manuscripts, equally shared between the four editors, 26 papers have been selected for publication in this issue. The papers are grouped together into different subject categories: polymers, metallurgy, ceramics, composites and nanocomposites, simulation and characterization. The editors would like to take this opportunity to thank all the participants who submitted their manuscripts during the conference and responded in time to the editors' request at every stage from reviewing to final acceptance. The editors are indebted to all the reviewers for painstakingly reviewing the papers at very short notice. Special thanks are called for the sponsors of the conference including

  16. Informal schooling and problem-solving skills in second-grade science: A naturalistic investigation

    NASA Astrophysics Data System (ADS)

    Griffin, Georgia Inez Hunt

    The influence of informal schooling on the problem solving skills of urban elementary school children is unclear. The relationship between culture and problem solving can be studied using subjective methodologies, particularly when investigating problem solving strategies that are culturally situated. Yet, little research has been conducted to investigate how informal learning of African American children are integrated as part of the problem solving used in school. This study has been designed to expand the existing literature in this area. The purpose of this study is therefore to explore how 15 African American children attending school in Southwest Philadelphia solve problems presented to them in second grade science. This was accomplished by assessing their ability to observe, classify, recall, and perceive space/time relationships. Think-aloud protocols were used for this examination. A naturalistic approach to the investigation was implemented. Individual children were selected because he or she exhibited unique and subjective characteristics associated with individual approaches to problem solving. Children responded to three tasks: interviews of their parents, an essay on community gardens, and a group diorama collaboratively designed. Content analysis was used to infer themes that were evident in the children's work and that revealed the extent to which informal schooling influenced solutions to a community garden problem. The investigations did increase the researcher's ability to understand and build upon the understanding of African American children in their indigenous community. The study also demonstrated how these same strategies can be used to involve parents in the science curriculum. Additionally, the researcher gained insight on how to bridge the gap between home, community, and school.

  17. An analysis of science instruction in the fifth-grade science classroom: Investigating activity-based instruction with student-generated discussion

    NASA Astrophysics Data System (ADS)

    Vowell, Julie E.

    The purpose of this study was to determine the extent to which debriefing impacts the level of cognitive understanding among students in the fifth-grade science classroom. This mixed methods study involved two fifth-grade science classrooms (N = 39) in a one month exploration of rocks and minerals. Two fifth-grade science classrooms participated in a unit using identical content, but had different pedagogical orientations. The experimental class was taught using the "Do-Talk-Do-Debrief" instructional method and the control class was taught using the "Do-Talk-Do" instructional method without the "Debrief" (metacognitive component). Research for the quantitative portion of this study was conducted using a pretest-posttest control-group design. The design was used to test the hypothesized relationship between an activity-based instructional method with debriefing and students' achievement. Two intact, equivalent fifth-grade classes were randomly assigned to treatment and control conditions. Prior to the beginning of the study, a researcher-developed pretest was administered to all participants to assess the students' prior knowledge of rocks and minerals. A posttest measure was given to the participants upon conclusion of the unit to measure knowledge and understanding. Following the posttest, the participants did not receive additional instruction over rocks and minerals. A similar posttest was administered to both groups two weeks later as an added measure for retention. A t-test for independent samples was used to examine differences on the pretest between the experimental and control groups. Likewise, a t-test was used to compare the mean scores on the first posttest (achievement). A separate t-test was conducted on the second posttest (retention) and was followed by a Pearson Product Moment Correlation, conducted by group. Research for the qualitative portion of this study involved classroom observations throughout the rock and mineral unit followed by a teacher

  18. The Modified Attitudes Toward Science Inventory: Developing AN Instrument to BE Used with Fifth Grade Urban Students

    NASA Astrophysics Data System (ADS)

    Weinburgh, Molly H.; Steele, Donald

    The purpose of this study was to develop an attitudinal instrument that could be used over the course of a funded local systemic change project to measure the changes in attitudes toward science of African-American fifth grade students. After examining many instruments, we modified an existing one so that it retained acceptable reliability for fifth grade students, both males and females, in an urban school district. The modified instrument was short enough so that young students who often have short attention spans would not become inattentive. We shortened the Attitudes Toward Science Inventory: version A (ATSI:a), a 48-item Likert-scale instrument to 25 items, and designated it the Modified Attitudes Toward Science Inventory (mATSI). We selected the ATSI:a because of its multidimensional nature and our belief that attitudes toward science cannot be measured on a single scale. Two phases were used for the modification: (a) after establishing that the ATSI:a was reliable for males and females and African-American middle grades students, we conducted a factor analysis to select an appropriate subset of items to form the shortened version, and (b) we administered this shortened version to a pilot group of African-American fifth grade students. Reliability was established using Cronbach's alpha. The new version, mATSI, cut administration time from 60 to 40 minutes. It also retained alpha coefficients on all five scales above the 0.50 minimum level set by McMillan and Schmacher (1993) and Nunnally (1967) for attitudinal instruments when sorted by ethnicity and gender for a sample of fifth grade students.

  19. How Old Is Your Universe?: A Workshop For Middle Grade Science Teachers

    NASA Astrophysics Data System (ADS)

    Wulff, A. H.; Siewers, F.; Gelderman, R.; Carini, M.; Roberts, J.; Tyler, R.; McGruder, C.

    2005-05-01

    Recent attempts to revise how evolution is taught in US schools have found fault not just with Darwin's theory of biological evolution but with current scientific theories about the age and evolution of the cosmos. A multidisciplinary team including physicists, astronomers and geologists initiated two workshops to provide clear, easy to implement curriculum material to help middle grade science teachers explain to their students how we know the ages of the earth, stars, our own solar system, and the entire universe. The nature of science was explained, with special attention paid to distinguishing knowledge gained through the scientific method from matters of faith. In-service and pre-service teachers worked together as a team to master the content behind a series of hands-on activities and develop the best strategies for integrating the lesson plans into the classroom. Research scientists collaborated with educators to present the workshop; and after the workshop traveled to the classrooms to work with the teachers to assist in the implementation of the material. These pairings resulted in a diversity of approaches and implementation strategies being discussed and ultimately implemented. During the workshop the teachers were introduced to a series of inquiry-based, hands-on activities designed to integrate thematic content from the life, earth, and physical sciences. Additional resources (various physics lab materials, earth materials kits, posters, CD-ROMs, etc.) and information were provided to allow each teacher to become familiar with the reasons for our belief in an ancient and evolving universe. The chosen lesson plan activities provide just-in-time introduction of background materials integrating math skills and concepts with the process of discovery. The inquiry-based activities emphasize the methods by which scientists study cosmic distances, ages, and evolution. The entire workshop format has been aligned with, and each activity is linked with, National

  20. Expedition Zenith: Experiences of eighth grade girls in a non-traditional math/science program

    NASA Astrophysics Data System (ADS)

    Ulm, Barbara Jean

    2004-11-01

    This qualitative study describes the experiences of a group of sixteen, eighth grade girls participating in a single-sex, math/science program based on gender equity research and constructivist theory. This phenomenological case study highlights the individual changes each girl perceives in herself as a result of her involvement in this program which was based at a suburban middle school just north of New York City. Described in narrative form is what took place during this single-sex program. At the start of the program the girls worked cooperatively in groups to build canoes. The canoes were then used to study a wetland during the final days of the program. To further immerse the participants into nature, the girls also camped during these final days. Data were collected from a number of sources to uncover, as fully as possible, the true essence of the program and the girls' experiences in it. The data collection methods included direct observation; in-depth, open-ended interviews; and written documentation. As a result of data collection, the girls' perceived outcomes and assessment of the program, as well as their recommendations for future math/science programs are revealed. The researcher in this study also acted as teacher, directing the program, and as participant to better understand the experiences of the girls involved in the program. Thus, unique insights could be made. The findings in this study provide insight into the learning of the participants, as well as into the relationships they formed both inside and outside of the program. Their perceived experiences and assessment of the program were then used to develop a greater understanding as to the effectiveness of this non-traditional program. Although this study echoed much of what research says about the needs of girls in learning situations, and therefore, reinforces previously accepted beliefs, it also reveals significant findings in areas previously unaddressed by gender studies. For example