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…

Factors that affect the physical science career interest of female students: Testing five common hypotheses

NASA Astrophysics Data System (ADS)

Hazari, Zahra; Potvin, Geoff; Lock, Robynne M.; Lung, Florin; Sonnert, Gerhard; Sadler, Philip M.

2013-12-01

There are many hypotheses regarding factors that may encourage female students to pursue careers in the physical sciences. Using multivariate matching methods on national data drawn from the Persistence Research in Science and Engineering (PRiSE) project (n=7505), we test the following five commonly held beliefs regarding what factors might impact females’ physical science career interest: (i) having a single-sex physics class, (ii) having a female physics teacher, (iii) having female scientist guest speakers in physics class, (iv) discussing the work of female scientists in physics class, and (v) discussing the underrepresentation of women in physics class. The effect of these experiences on physical science career interest is compared for female students who are matched on several factors, including prior science interests, prior mathematics interests, grades in science, grades in mathematics, and years of enrollment in high school physics. No significant effects are found for single-sex classes, female teachers, female scientist guest speakers, and discussing the work of female scientists. However, discussions about women’s underrepresentation have a significant positive effect.

Construction and Validation of an Instrument to Measure Taiwanese Elementary Students' Attitudes toward Their Science Class

ERIC Educational Resources Information Center

Wang, Tzu-Ling; Berlin, Donna

2010-01-01

The main purpose of this study is to develop a valid and reliable instrument for measuring the "attitudes toward science class" of fourth- and fifth-grade students in an Asian school culture. Specifically, the development focused on three science attitude constructs--science enjoyment, science confidence, and importance of science as…

Do Thinking Styles Matter for Science Achievement and Attitudes toward Science Class in Male and Female Elementary School Students in Taiwan?

ERIC Educational Resources Information Center

Wang, Tzu-Ling; Tseng, Yi-Kuan

2015-01-01

The purposes of this study were to explore the effects of thinking styles on science achievement and attitudes toward science class among Taiwanese elementary school students and to explore the differences between male and female students in their modes of thinking. Participants included 756 sixth-grade students from 28 classes in four elementary…

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…

A Comparison of Single-Gender Classes and Traditional, Coeducational Classes on Student Academic Achievement, Discipline Referrals, and Attitudes toward Subjects

ERIC Educational Resources Information Center

Smith, Debra Messenger

2010-01-01

In recent years, there has been a resurgence of interest in single gender education. Emerging science has proven that boys and girls learn differently. This study compared fifth grade single-gender classes to fifth grade traditional, coeducational classes in the same urban middle school. The following were compared: students' academic achievement;…

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…

Confidence Wagering during Mathematics and Science Testing

ERIC Educational Resources Information Center

Jack, Brady Michael; Liu, Chia-Ju; Chiu, Hoan-Lin; Shymansky, James A.

2009-01-01

This proposal presents the results of a case study involving five 8th grade Taiwanese classes, two mathematics and three science classes. These classes used a new method of testing called confidence wagering. This paper advocates the position that confidence wagering can predict the accuracy of a student's test answer selection during…

Effects of Teacher Science Support on Student Science Support in Selected Tenth Grade Biology Classes.

ERIC Educational Resources Information Center

Simpson, Ronald Dale

The objectives of this study were (1) to assess the effects of teacher science support, as measured by the Science Support Scale (Tri-S scale), on student science support and (2) to gain normative data on the Science Support Scale as an instrument for use with high school students. Twenty-four 10th grade biology teachers were given the Tri-S scale…

Framework for Disciplinary Writing in Science Grades 6-12: A National Survey

ERIC Educational Resources Information Center

Drew, Sally Valentino; Olinghouse, Natalie G.; Faggella-Luby, Michael; Welsh, Megan E.

2017-01-01

This study investigated the current state of writing instruction in science classes (Grades 6-12). A random sample of certified science teachers from the United States (N = 287) was electronically surveyed. Participants reported on their purposes for teaching writing, the writing assignments most often given to students, use of evidence-based…

Meeting the Reading Challenges of Science Textbooks in the Primary Grades

ERIC Educational Resources Information Center

Bryce, Nadine

2011-01-01

Four primary grade teachers overcame challenges of textbook-based science reading through a focus on reading strategies and an emphasis on making meaning. Teachers used whole-class and small-group guided reading instruction to focus students on organizational and textual features of the science textbooks. They also used teacher-guided talk and…

The Effectiveness of Single-Gender Eighth-Grade English, History, Mathematics and Science Classes

ERIC Educational Resources Information Center

Roth, Douglas Jeffrey

2009-01-01

Purpose, scope, and method of study. The purpose of this study was to compare the effectiveness of eighth-grade single-gender classes with coed classes across subject area, gender, at-risk status, and socioeconomic status (SES). The sample was drawn from one school, DeSoto West Junior High School, where enrollment averages 80% African American,…

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…

Class Size and Academic Achievement in Introductory Political Science Courses

ERIC Educational Resources Information Center

Towner, Terri L.

2016-01-01

Research on the influence of class size on student academic achievement is important for university instructors, administrators, and students. The article examines the influence of class size--a small section versus a large section--in introductory political science courses on student grades in two comparable semesters. It is expected that…

Using children's literature to enhance views of nature of science and scientific attitude in fourth graders

NASA Astrophysics Data System (ADS)

Hampton, Kathryn Walker

This project was an effort to study the effect of integrating children's trade books into the fourth grade science curriculum on the students' views of the nature of science and their scientific attitude. The effect on the students' reading and language achievement, and science content knowledge was also analyzed. This was done by comparing the nature of science views and scientific attitudes, reading and language achievement scores, and the science grades of the treatment group, prior to and immediately following the intervention period, with the control group which did not participate in the integration of children's books. The science teacher's views on the nature of science and her attitude towards teaching science were also evaluated prior to and after the intervention. The selected trade books were evaluated for their coverage of nature of science aspects. Three intact classes of fourth grade students from a local elementary school were involved in the study along with their science and reading teacher. Two of the classes made up the experimental group and the remaining class served as the control group. All students were assessed prior to the intervention phase on their views of the nature of science and scientific attitudes. The experimental group was engaged in reading selected science trade books during their science class and study hall over a semester period. The results of the study showed a significant difference in the groups' initial reading and language achievement, which may have affected the lack of an effect from the intervention. The instrument selected to assess the student's views on the nature of science and scientific attitude (SAI II) was not reliable with this group. There was no significant difference on the students' science content knowledge as measured by their semester grade averages. The results from the teacher's response on the STAS II did indicate slight changes on her views on the nature of science. Sixty-nine of the eighty-three children's trade books selected had one or more aspects of the nature of science included.

Educational commitment and social networking: The power of informal networks

NASA Astrophysics Data System (ADS)

Zwolak, Justyna P.; Zwolak, Michael; Brewe, Eric

2018-06-01

The lack of an engaging pedagogy and the highly competitive atmosphere in introductory science courses tend to discourage students from pursuing science, technology, engineering, and mathematics (STEM) majors. Once in a STEM field, academic and social integration has been long thought to be important for students' persistence. Yet, it is rarely investigated. In particular, the relative impact of in-class and out-of-class interactions remains an open issue. Here, we demonstrate that, surprisingly, for students whose grades fall in the "middle of the pack," the out-of-class network is the most significant predictor of persistence. To do so, we use logistic regression combined with Akaike's information criterion to assess in- and out-of-class networks, grades, and other factors. For students with grades at the very top (and bottom), final grade, unsurprisingly, is the best predictor of persistence—these students are likely already committed (or simply restricted from continuing) so they persist (or drop out). For intermediate grades, though, only out-of-class closeness—a measure of one's immersion in the network—helps predict persistence. This does not negate the need for in-class ties. However, it suggests that, in this cohort, only students that get past the convenient in-class interactions and start forming strong bonds outside of class are or become committed to their studies. Since many students are lost through attrition, our results suggest practical routes for increasing students' persistence in STEM majors.

Using Technology to Support Expository Reading and Writing in Science Classes

ERIC Educational Resources Information Center

Montelongo, Jose A.; Herter, Roberta J.

2010-01-01

Students struggle with the transition from learning to read narrative text in the early grades to reading expository text in the science classroom in the upper grades as they begin reading and writing to gain information. Science teachers can adapt their teaching materials to develop students' reading comprehension and recall by writing summaries…

ENRICHMENT ACTIVITIES FOR THE GIFTED CHILD IN THE REGULAR CLASSROOM--GRADES FOUR THROUGH EIGHT.

ERIC Educational Resources Information Center

MCARTHUR, BERNARD

ENRICHMENT SUGGESTIONS FOR TEACHERS OF GRADES FOUR THROUGH EIGHT IN THE AREAS OF SCIENCE, MATHEMATICS, SOCIAL STUDIES, AND LANGUAGE AND READING WERE PRESENTED. EACH SUBJECT INCLUDED A DESCRIPTION OF THE LESSON, WITH MATERIALS, AND HOW TO EXPLAIN THE PURPOSES. AN EXAMPLE OF A SCIENCE ACTIVITY WAS BUILDING A TEST COIL FOR A SEVENTH GRADE CLASS. THE…

Tangled Up in Views: Beliefs in the Nature of Science and Responses to Socio-Scientific Dilemmas.

ERIC Educational Resources Information Center

Zeidler, Dana L.; Walker, Kimberly A.; Ackett, Wayne A.; Simmons, Michael L.

The purpose of this study was to investigate the relationships between students' conceptions of the nature of science and their reactions to evidence that challenged their beliefs about socio-scientific issues. This study used 248 students from 9th and 10th grade general science classes, 11th and 12th grade honors biology, honors science, and…

Assessing Equity beyond Knowledge- and Skills-Based Outcomes: A Comparative Ethnography of Two Fourth-Grade Reform-Based Science Classrooms

ERIC Educational Resources Information Center

Carlone, Heidi B.; Haun-Frank, Julie; Webb, Angela

2011-01-01

When evaluating equity, researchers often look at the "achievement gap." Privileging knowledge and skills as primary outcomes of science education misses other, more subtle, but critical, outcomes indexing inequitable science education. In this comparative ethnography, we examined what it meant to "be scientific" in two fourth-grade classes taught…

"Theme" Bee

ERIC Educational Resources Information Center

Noel, Andrea M.; Cash, Julie Shornstein

2006-01-01

Thematic topics offer tremendous potential for science learning in the early grades and beyond. One second-grade class explored honeybees, a subject their teacher found both fascinating and easy to connect to a number of learning standards and science concepts. Her unit, "Honeybees and Apple Trees: A Close Look at Nature's Balancing Act," explored…

Diagnostic Examination for Students Entering Graduate Study in Soil Science.

ERIC Educational Resources Information Center

Loynachan, T. E.

1988-01-01

Reports that students with soil science background performed better on a diagnostic examination; no relationship existed between exam performance and country of origin, degree sought, or undergraduate class quartile. Concludes that exam results, the grade received in a beginning graduate-level course and the cumulative graduate grade-point average…

Kids, Parents, and Teacher Go Camping Together Naturally!!! Project SEED.

ERIC Educational Resources Information Center

Smith, Anita

This paper describes a curriculum unit that combined an overnight camping experience with survival training. The program was implemented with fifth grade students, but is appropriate for students in grades 4-8. Pre-camp learning activities included integrating first aid techniques in science class, reading survival trade books in reading class,…

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…

The Effect of Jigsaw Technique on 6th Graders' Learning of Force and Motion Unit and Their Science Attitudes and Motivation

ERIC Educational Resources Information Center

Ural, Evrim; Ercan, Orhan; Gençoglan, Durdu Mehmet

2017-01-01

The study aims to investigate the effects of jigsaw technique on 6th graders' learning of "Force and Motion" unit, their science learning motivation and their attitudes towards science classes. The sample of the study consisted of 49 6th grade students from two different classes taking the Science and Technology course at a government…

Creating Aliens: The Ultimate Life Sciences Activity.

ERIC Educational Resources Information Center

Beltramo, Dan

2001-01-01

Describes a seven-week project completed by the author's eighth-grade science students (as they studied "the chemistry of living things") in which they designed an alien and its world using the scientific concepts that they learned in class. Compares class presentations using PowerPoint software to presentations using posterboard. (SR)

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…

Student Teachers' Views: What Is an Interesting Life Sciences Curriculum?

ERIC Educational Resources Information Center

de Villiers, Rian

2011-01-01

In South Africa, the Grade 12 "classes of 2008 and 2009" were the first to write examinations under the revised Life Sciences (Biology) curriculum which focuses on outcomes-based education (OBE). This paper presents an exploration of what students (as learners) considered to be difficult and interesting in Grades 10-12 Life Sciences…

An Investigative Approach to Elementary School Science Teaching.

ERIC Educational Resources Information Center

Schmiess, Elmer G.

This study was conducted to determine whether sixth grade students can successfully engage in scientific investigation. The success of the students' investigation was measured by their proficiency in solving selected problems, interest in science, and growth in solving new problems. One class of 34 sixth grade students was selected. A battery of…

Eighth-grade science teachers use of instructional time: Examining questions from the Third International Mathematics and Science Study (TIMSS) and comparing TIMSS and National Science Foundation questionnaires

NASA Astrophysics Data System (ADS)

Davidson, Anne Burgess

Did the Third International Mathematics and Science Study (TIMSS) ask science teachers the right questions about their use of instructional time? Part I of this 2-part study used the TIMSS database to answer the question: Do 8th grade science teachers in the U.S., Czech Republic, Hungary, Japan, and Korea differ significantly in their perceived use of instructional time? Using the instructional activities in the TIMSS teacher question "How did the lesson proceed?" the teacher-reported times were analyzed using a repeated measures multivariate analysis. Significant differences were found between teacher-reported times in the U.S. and the other 4 TIMSS countries, whose 8th grade students outperformed U.S. students on TIMSS achievement tests. Post-hoc analysis indicated that TIMSS U.S. 8th grade science teachers report spending more time on homework in class, on group activities, and on lab activities, but less time on topic development, than TIMSS teachers from some or all of the other countries. Part II of this study further examined the question "How did the lesson proceed?" by videotaping 6 classes of 8th grade science in Alabama and Virginia and comparing observer coding of the video to the teachers' recalled descriptions of the same class. The difference between observer and teacher responses using TIMSS categories was not significant; however, 43% of the total variance was explained by whether the teacher or the observer reported the times for the instructional activities. The teachers also responded to questions from the NSF Local Systemic Change Through Teacher Enhancement K--8 Teacher Questionnaire to describe the same class. The difference found between the teacher and the observer coding was not significant, but the amount of variance explained by the data source (observer or teacher) dropped to 33% when using NSF student activity categories and to 26% when using NSF teacher activity categories. The conclusion of this study was that questionnaires to survey science teachers about their instructional activities should include operational definitions, methods of classifying single activities into 2 or more instructional categories, and questions that are more accurate in describing quality science instructional activities.

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.

Technology for Science: Overview of the Project.

ERIC Educational Resources Information Center

Crismond, David; And Others

Technology for Science is a National Science Foundation funded program that is developing and testing curriculum units for teacher materials built around a series of design-oriented science problems called "challenges," mainly for ninth-grade general and physical science classes. Technology for science challenges have a clear connection…

The Teacher's Role in the Establishment of Whole-Class Dialogue in a Fifth Grade Science Classroom Using Argument-Based Inquiry

ERIC Educational Resources Information Center

Benus, Matthew J.

2011-01-01

The purpose of this study was to examine the patterns of dialogue that were established and emerged in one experienced fifth-grade science teacher's classroom that used the argument-based inquiry (ABI) and the ways in which these patterns of dialogue and consensus-making were used toward the establishment of a grasp of science practice. Most…

From Peripheral to Central, the Story of Melanie's Metamorphosis in an Urban Middle School Science Class

ERIC Educational Resources Information Center

Tan, Edna; Barton, Angela Calabrese

2008-01-01

Identity formation is a critical dimension of how and why students engage in science to varying degrees. In this paper, we use the lens of identity formation, and in particular identities in practice, to make sense of how and why Melanie, over the course of sixth grade, transformed from a marginalized member of the science class with a failing…

Enhancing Teacher Performance in Spanish Elementary Classes. Volume Two: Translated Units. Final Report.

ERIC Educational Resources Information Center

Johansen, Barry-Craig P.; And Others

Spanish translations of 19 of the Minneapolis (Minnesota) Public Schools' elementary school science units are presented. The materials were translated for use in a partial immersion program. Unit topics include, among others: magnets, organisms (grade 1), seeds and plants (grade 1), butterflies (grade 2), electricity (grade 3), the food chain…

Group Investigation Teaching Technique in Turkish Primary Science Courses

ERIC Educational Resources Information Center

Aksoy, Gokhan; Gurbuz, Fatih

2013-01-01

This study examined the effectiveness of group investigation teaching technique in teaching "Light" unit 7th grade primary science education level. This study was carried out in two different classes in the Primary school during the 2011-2012 academic year in Erzurum, Turkey. One of the classes was the Experimental Group (group…

Introducing Science Experiments to Rote-Learning Classes in Pakistani Middle Schools

ERIC Educational Resources Information Center

Pell, Anthony William; Iqbal, Hafiz Muhammad; Sohail, Shahida

2010-01-01

A mixed-methods sequential research design has been used to test the effect of introducing teacher science demonstrations to a traditional book-learning sample of 384 Grade 7 boys and girls from five schools in Lahore, Pakistan. In the quasi-experimental quantitative study, the eight classes of comparable ability were designated either…

Contextualizing Nature of Science Instruction in Socioscientific Issues

ERIC Educational Resources Information Center

Eastwood, Jennifer Lynne; Sadler, Troy D.; Zeidler, Dana L.; Lewis, Anna; Amiri, Leila; Applebaum, Scott

2012-01-01

The purpose of this study was to investigate the effects of two learning contexts for explicit-reflective nature of science (NOS) instruction, socioscientific issues (SSI) driven and content driven, on student NOS conceptions. Four classes of 11th and 12th grade anatomy and physiology students participated. Two classes experienced a curricular…

Tried and True: Springing into Linear Models

ERIC Educational Resources Information Center

Darling, Gerald

2012-01-01

In eighth grade, students usually learn about forces in science class and linear relationships in math class, crucial topics that form the foundation for further study in science and engineering. An activity that links these two fundamental concepts involves measuring the distance a spring stretches as a function of how much weight is suspended…

Water: How Good is Good Enough? Teacher's Guide. Science Module (9th-10th Grade Chemistry).

ERIC Educational Resources Information Center

Georgia Univ., Athens. Coll. of Education.

This is a teacher's guide for a module designed to integrate environmental education into ninth- and tenth-grade chemistry classes. The module, pilot tested in Gwinnett County, Georgia in classes of students, many of whom had learning disabilities, emphasizes activity learning and considerable review. The module is divided into four parts. Part…

Water: How Good is Good Enough? Student Book. Science Module (9th-10th Grade Chemistry). Revised Edition.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Coll. of Education.

This learning module is designed to integrate environmental education into ninth- and tenth-grade chemistry classes. This module and a companion social studies module were pilot tested in Gwinnett County, Georgia in classes of students, many of whom had learning disabilities. It emphasizes activity learning. The module is divided into four parts.…

The Effects and Predictor Value of In-Class Texting Behavior on Final Course Grades

ERIC Educational Resources Information Center

McDonald, Sylvia E.

2013-01-01

Cell phones have become a norm within the collegiate environment but little research has examined their impact on academic attainment. The purpose of this study was to examine the effects that in-class texting behavior had on the final grade score in a freshmen level introductory social science course. Students in three different sections were…

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…

Instructional Practices in Fifth-Through Eighth-Grade Science Classrooms of a Selected Seventh-Day Adventist Conference

ERIC Educational Resources Information Center

Burton, Larry D.; Nino, Ruth J.; Hollingsead, Candice C.

2004-01-01

This investigation focused on instructional practices within fifth- through eighth-grade science classes of selected Seventh-day Adventist schools. Teachers reported regular use of discussion, student projects, and tests or quizzes. Most respondents said they did not feel prepared or had "never heard of" inquiry, the learning cycle, or…

The Effect of Fermi Questions in the Development of Science Processes Skills in Physics among Jordanian Ninth Graders

ERIC Educational Resources Information Center

Barahmeh, Haytham Mousa; Hamad, Adwan Mohammad Bani; Barahmeh, Nabeel Mousa

2017-01-01

This study aimed at exploring the effect of Fermi question on the development of science process skills in the physics subject at ninth Grade students. The sample of the study consisted of (2) classes for males and (2) classes for females, which were randomly divided into (2) groups: An experimental group of (41) students divided into a class of…

Good Intentions: AN Experiment in Middle School Single-Sex Science and Mathematics Classrooms with High Minority Enrollment

NASA Astrophysics Data System (ADS)

Baker, Dale

This study examined the effects of single-sex middle school science and mathematics classrooms with high minority enrollment on achievement, affect, peer, and teacher-student interactions. All students earned higher grades in mathematics than in science. Girls earned higher grades than boys. The higher grades of girls were not clearly attributable to the singlesex environment, and aspects of the single-sex environment interfered with boys' achievement. The single-sex environment contributed to girls', but not boys', feelings of empowerment, peer support, and positive self-concept. The curriculum and pedagogy were better suited to girls than to boys, leading to discipline problems and hostile interactions. However, boys were more engaged in technology-based activities than girls. Overall, all-boy classes were less supportive learning environments than all-girl classes. Although the results replicate findings elsewhere, this is the only study to look at minority students in middle school.

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

NASA Astrophysics Data System (ADS)

Catsambis, Sophia

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

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 interview. Observations were made in two fifth-grade classrooms and Flanders' Categories for Interaction Analysis was used as a framework for observing the level of social interaction. The observations were transcribed and developed into a "thick" record as suggested by Dr. Phil Carspecken's stages of qualitative research. Member checking and peer debriefing techniques were employed to increase the trustworthiness of the study. The quantitative data suggested science achievement of fifth-grade science students who learned through activity-based instruction with debriefing was statistically significantly higher than the science achievement of fifth-grade science students who learned through activity-based instruction without debriefing (p<.01), as measured by the first posttest. Also, student retention as measured by fifth-grade science students who learned through activity-based instruction was statistically significantly higher than fifth-grade science students who learned through activity-based instruction without debriefing (p<.01), as measured by the second posttest. Additionally, the effect sizes for achievement and retention were very large and educationally meaningful. Activity-based instruction enhanced with debriefing resulted in a deeper construction of knowledge and retention of understanding.

The effects of collaborative video production on the attitudes and science knowledge of sixth graders

NASA Astrophysics Data System (ADS)

Gaston, Joseph Pickett

This quantitative study examined the effects of collaborative video production (CVP) on the attitudes and conceptual understanding of sixth-grade science students at a public middle school in the Southeastern United States. This study followed the nonequivalent control group design, as described by Campbell and Stanley (1963). The study involved four classes of sixth-grade students. The two control classes were taught the science concept by the cooperating teacher through direct instruction, and the two experimental classes learned the science concept through the CVP project. Pre- and posttests were administered to all students, as well as two pre- and post-surveys measuring student attitudes towards science and technology. Analysis of covariance (ANCOVA) with the pretest scores as the covariate (Xc) was conducted with the posttest and post-survey data to determine if a significant difference existed in scores between the two groups. In each case, no significant difference was found. The results of this study suggest that CVP was as effective at conveying conceptual understanding to sixth-grade science students as direct instruction. Although not significant, the study also showed that mean scores of students' attitudes towards science and technology increased from pre-surveys to post-surveys for those who participated in the CVP activity. These findings suggest that the treatment contributed to an increase in participants' attitudes and towards technology and the academic subject. No such increase in mean post-survey scores existed for students receiving direct instruction.

Effects of Single-Gender Middle School Classes on Science Achievement and Attitude

NASA Astrophysics Data System (ADS)

Brooks, Tanisha

Many girls continue to achieve below their male counterparts and portray negative attitudes towards science classes. Some school districts are using single-gender education as a way to shrink the gender gap in school achievement and science related attitude. The purpose of this study was to compare achievement and science-related attitudes of 7th grade girls in single-gender education to 7th grade girls in mixed-gender education. The theoretical base for this study included knowledge from brain-based learning and assimilation, accommodation and age factors of Piaget's theory of cognitive development. The 12-week study included 48 7th grade girls, 21 in the single-gender classroom and 14 in each mixed-gender classroom. This quantitative randomized posttest only control group design utilized the TerraNova Science Assessment and the Test of Science Related Attitudes. Analysis of Variance (ANOVA) was used to determine if significant differences existed in the achievement and attitudes of girls in single and mixed-gender science classes. ANOVA analyses revealed that the girls in the single-gender classroom showed a significantly higher achievement level when compared to girls in the mixed-gender classrooms. Results showed no significant difference in attitude between the two groups. The results of this study contribute to social change by raising awareness about gender issues in science achievement and attitude, addressing a deficiency in the single-gender science education literature, and assisting educational systems in decision making to address achievement gaps while moving toward adequate yearly progress and meeting the requirements of the No Child Left Behind Act of 2001.

STS-based education in non-majors college biology

NASA Astrophysics Data System (ADS)

Henderson, Phyllis Lee

The study explored the effect of the science-technology-society (STS) and traditional teaching methods in non-majors biology classes at a community college. It investigated the efficacy of the two methods in developing cognitive abilities at Bloom's first three levels of learning. It compared retention rates in classes taught in the two methods. Changes in student attitude relating to anxiety, fear, and interest in biology were explored. The effect of each method on grade attainment among men and women was investigated. The effect of each method on grade attainment among older and younger students was examined. Results of the study indicated that no significant differences, relating to retention or student attitude, existed in classes taught in the two methods. The study found no significant cognitive gains at Bloom's first three levels in classes taught in the traditional format. In the STS classes no significant gains were uncovered at Bloom's first level of cognition. Statistically significant gains were found in the STS classes at Bloom's second and third levels of cognition. In the classes taught in the traditional format no difference was identified in grade attainment between males and females. In the STS-based classes a small correlational difference between males and females was found with males receiving lower grades than expected. No difference in grade attainment was found between older and younger students taught in the traditional format. In the STS-based classes a small statistically significant difference in grade attainment was uncovered between older and younger students with older students receiving more A's and fewer C's than expected. This study found no difference in the grades of older, female students as compared to all other students in the traditionally taught classes. A weak statistically significant difference was discovered between grade attainment of older, female students and all other students in the STS classes with older, female students earning more A's and fewer C's than expected. It was concluded that among the students examined in this investigation STS teaching methods enhanced cognitive gains at Bloom's second and third levels of cognition. STS also strengthened grade attainment among older students and female students. Recommendations for further study included replication of the study to include a larger sample size, other types of institutions, and other academic disciplines in science. Expansion of the study to Bloom's fourth and fifth levels, use of a standardized testing instruments to determine attitude, analysis using qualitative methods of investigation, and refinement of the study to provide a true experimental design were also suggested.

The effect of homework choices on achievement and intrinsic motivation

NASA Astrophysics Data System (ADS)

Christensen, Emily Fast

The purpose of this research was to test an intervention of choices in homework on the achievement and intrinsic motivation of seventh-grade science students at a middle school. The intervention was based on concepts from the cognitive evaluation theory of Edward L. Deci and Richard M. Ryan (1985). The subjects were sixteen heterogeneous classes of seventh-grade students, who were divided among four teachers. Two randomly chosen classes from each teacher received choices in their homework and the remaining two classes of each teacher received similar homework assignments without choices. Two hypotheses were developed for this study: (1) Seventh-grade science students given choices in their homework would show an increase in intrinsic motivation as measured on a motivation orientation measure, compared to students not given choices in their homework, and (2) Seventh-grade science students given choices in their homework would show an increase in achievement on an achievement measure, compared to students not given choices in their homework. Having choices in homework did not increase intrinsic motivation or achievement. However, students who did their homework did significantly better on the posttest, and students who were more intrinsically motivated did significantly better on the posttest. Just doing the homework was important for achievement, and intrinsic motivation was linked to achievement.

Design and Assessment of a General Science STEM Course with a Blended Learning Approach

NASA Astrophysics Data System (ADS)

Courtier, A. M.; Liu, J. C.; St John, K. K.

2015-12-01

Blended learning, a combination of classroom- and computer-mediated teaching and learning, is becoming prominent in higher education, and structured assessment is necessary to determine pedagogical costs and benefits. Assessment of a blended general education science class at James Madison University used a mixed-method causal-comparative design: in Spring 2014, two classes with identical content and similar groups of non-science majors were taught by the same instructor in either blended or full face-to-face formats. The learning experience of 160 students in the two classes was compared based on course and exam grades, classroom observation, and student survey results. Student acquisition of content in both classes was measured with pre-post tests using published concept inventories, and surveys, quizzes, and grade reports in the Blackboard learning management system were additionally used for data collection. Exams were identical between the two sections, and exam questions were validated in advance by a faculty member who teaches other sections of the same course. A course experience questionnaire was administered to measure students' personal experiences in both classes, addressing dimensions of good teaching, clear goals and standards, generic skills, appropriate assessment and workload, and emphasis on independence. Using a STEM classroom observation checklist, two researchers conducted in-class observations for four 75-minute face-to-face meetings with similar content focus in both classes, which allowed assessment of student engagement and participation. We will present details of the course design and research plan, as well as assessment results from both quantitative and qualitative analysis. The preliminary findings include slightly higher average grade distribution and more ready responses to in-class activities in the blended class.

Beating the numbers through strategic intervention materials (SIMs): Innovative science teaching for large classes

NASA Astrophysics Data System (ADS)

Alboruto, Venus M.

2017-05-01

The study aimed to find out the effectiveness of using Strategic Intervention Materials (SIMs) as an innovative teaching practice in managing large Grade Eight Science classes to raise the performance of the students in terms of science process skills development and mastery of science concepts. Utilizing experimental research design with two groups of participants, which were purposefully chosen, it was obtained that there existed a significant difference in the performance of the experimental and control groups based on actual class observation and written tests on science process skills with a p-value of 0.0360 in favor of the experimental class. Further, results of written pre-test and post-test on science concepts showed that the experimental group with the mean of 24.325 (SD =3.82) performed better than the control group with the mean of 20.58 (SD =4.94), with a registered p-value of 0.00039. Therefore, the use of SIMs significantly contributed to the mastery of science concepts and the development of science process skills. Based on the findings, the following recommendations are offered: 1. that grade eight science teachers should use or adopt the SIMs used in this study to improve their students' performance; 2. training-workshop on developing SIMs must be conducted to help teachers develop SIMs to be used in their classes; 3. school administrators must allocate funds for the development and reproduction of SIMs to be used by the students in their school; and 4. every division should have a repository of SIMs for easy access of the teachers in the entire division.

Using an Exploratory Internet Activity & Trivia Game to Teach Students about Biomes

ERIC Educational Resources Information Center

Richardson, Matthew L.

2009-01-01

Students in life science classes need an introduction to biomes, including an introduction to the concept, key biotic and abiotic features of biomes, and geographic locations of biomes. In this activity, students in seventh- and eighth-grade science classes used a directed exploratory Internet activity to learn about biomes. The author tested…

Enhancing Students' NOS Views and Science Knowledge Using Facebook-Based Scientific News

ERIC Educational Resources Information Center

Huang, Hsi-Yu; Wu, Hui-Ling; She, Hsiao-Ching; Lin, Yu-Ren

2014-01-01

This study investigated how the different discussion approaches in Facebook influenced students' scientific knowledge acquisition and the nature of science (NOS) views. Two eighth- and two ninth-grade classes in a Taiwanese junior high school participated in the study. In two of the classes students engaged in synchronous discussion, and in the…

Gender Differences in School Achievement: A Within-Class Perspective

ERIC Educational Resources Information Center

Cahan, Sorel; Barneron, Meir; Kassim, Suhad

2014-01-01

Relying on the results of the achievement tests in mathematics, science, native language (Hebrew/Arabic) and English, administered to 1430 5th-grade co-educational classes in Israel, this study examines the between-class variability of the within-class mean score gender differences and its class and school correlates. The four main results of the…

Teachers' Knowledge and Views on the Use of Learners' Socio-Cultural Background in Teaching Natural Sciences in Grade 9 Township Classes

ERIC Educational Resources Information Center

Mavuru, Lydia; Ramnarain, Umesh

2017-01-01

This article explores teachers' knowledge and views on the role of learners' socio-cultural background when teaching Natural Sciences to Grade 9 learners at three South African township schools. Within a socio-cultural framework, the research investigated how teachers accommodate learners' cultural norms and values, religion and beliefs,…

Generalized Beliefs and Attitudes: Locus of Control and Science Attitudes in High School and College Students.

ERIC Educational Resources Information Center

Stuessy, Carol L.; Rowland, Paul McD.

Locus of control, a generalized belief about causality in one's personal life, was identified as a potential variable impinging upon the acquisition of science-related attitudes in classes of high school students from 10th grade biology, and 11th and 12th grade chemistry, and of college elementary education majors. Correlations of the…

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…

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…

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…

Shared-Book Experience Using Science-Themed Books to Develop Scientific Literacy: An Interactive Approach with Struggling Readers

ERIC Educational Resources Information Center

Chung, Mi-Hyun; Keckler, Barbara

2016-01-01

This paper will explain what a reading teacher learned from working with a group of first-grade struggling readers in a series of shared-book experience classes. The shared-book experience approach used a variety of science-themed books that were aligned with the first-grade curriculum and appropriate for beginning readers. Considering the…

Elementary Students' Retention of Environmental Science Knowledge: Connected Science Instruction versus Direct Instruction

ERIC Educational Resources Information Center

Upadhyay, Bhaskar; DeFranco, Cristina

2008-01-01

This study compares 3rd-grade elementary students' gain and retention of science vocabulary over time in two different classes--"connected science instruction" versus "direct instruction." Data analysis yielded that students who received connected science instruction showed less gain in science knowledge in the short term compared to students who…

FCS and English: Dual Class Develops "Taste" for Other Cultures

ERIC Educational Resources Information Center

Caya, Billie Ann

2005-01-01

"Foods and Literature of the World" is a dual class taught at Bismarck High School in Bismarck, North Dakota. There are two components of the class--English and family and consumer sciences (FCS). (The English component fulfills the 12th grade English requirement.) Culture is explored through class discussion, essay writing, research,…

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.

Short communication: Characteristics of student success in an undergraduate physiology and anatomy course.

PubMed

Gwazdauskas, F C; McGilliard, M L; Corl, B A

2014-10-01

Several factors affect the success of students in college classes. The objective of this research was to determine what factors affect success of undergraduate students in an anatomy and physiology class. Data were collected from 602 students enrolled in the Agriculture and Life Sciences (ALS) 2304 Animal Physiology and Anatomy course from 2005 through 2012. The data set included 476 females (79.1%) and 126 males (20.9%). Time to complete exams was recorded for each student. For statistical analyses, students' majors were animal and poultry sciences (APSC), agricultural sciences, biochemistry, biological sciences, dairy science, and "other," which combined all other majors. All analyses were completed using the GLIMMIX procedure of SAS (SAS Institute Inc., Cary, NC). Gender, major, matriculation year, major by year interaction, gender by year interaction, and time to complete the exam affected final course grade. The significant gender effect was manifested in the final grade percentage of 75.9 ± 0.4 for female students compared with 72.3 ± 0.6 for male students. Junior males had final course grades comparable with those of females, but sophomore and senior males had lower final course grades than other combinations. Biology majors had a final grade of 82.4 ± 0.6 and this grade was greater than all other majors. Students classified as "other" had a final score of 74.4 ± 0.8, which was greater than agricultural science majors (69.5 ± 0.9). The APSC grade (72.6 ± 0.5) was higher than the agricultural science majors. Junior students had significantly greater final grades (76.1 ± 0.5) than sophomores (73.3 ± 0.6) and seniors (72.9 ± 0.9). All biology students had greater final grades than all other majors, but biochemistry juniors had greater final course grades than APSC, agricultural science, and dairy science juniors. "Other" seniors had greater final course grades than agricultural science seniors. The regression for time to complete the exam was curvilinear and suggests that highest exam scores were at about 90-min completion time. It may be that some male students need better preparation for anatomy and physiology and their educational preparation should mimic that of female students more in terms of advance-placement biology in high school. These results suggest that biology majors might be better prepared for animal anatomy and physiology than other students. Copyright © 2014 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

Assessing High School Students’ Pro-Environmental Behaviour

NASA Astrophysics Data System (ADS)

Hidayah, N.; Agustin, R. R.

2017-09-01

This paper aims to reveal students’ pro-environmental behavior in a High School. Self-reported behavior assessment was administered in this study involving students with age range 15 to 18 years. Pro-environmental behavior in this study comprises six domains. Those are recycling, waste avoidance, consumerism, energy conservation, mobility and transportation, and vicarious conservation behavior. Pro-environmental behavior (PEB) of science class students was compared to behavior of non-science class students. Effect of students’ grade level and extracurricular activity on the behavior was evaluated. Study revealed that science could improve students’ PEB. It is because environmental topics are covered in science class. Student’s involvement in extracurricular activity may enhance PEB as well. In conclusion, students’ PEB is influenced by class program (science or non-science) but it is not influenced by time length in learning science. This finding could be consider by science educator in choosing strategy to enhance student’s pro-environmental behaviour.

The effects of contextual learning instruction on science achievement of male and female tenth-grade students

NASA Astrophysics Data System (ADS)

Ingram, Samantha Jones

The purpose of this study was to investigate the effects of the contextual learning method on science performance, attitudes toward science, and motivational factors that influence high school students to learn science. Gender differences in science performance and attitudes toward science were also investigated. The sample included four tenth-grade classes of African-American students enrolled in Chemistry I. All students were required to review for the Alabama High School Graduation Exam in Science. Students were administered a science pretest and posttest to measure science performance. A two-way analysis of covariance was performed on the test data. The results showed a main effect of contextual learning instruction on science achievement and no significant differences between females' and males' performance in science. The Science Attitude and the Alabama High School Graduation Exam (AHSGE) Review Class Surveys were administered to assess students' beliefs and attitudes toward science. The Science Attitude Survey results indicated a control effect in three subscales: perception of guardian's attitude, attitude toward success in science, and perception of teacher's attitude. No significant differences resulted between males and females in their beliefs about science from the attitude survey. However, students' attitudes toward science were more favorable in the contextual learning classes based on the results of the Review Class Survey. The survey data revealed that both males and females in the contextual classes had positive attitudes toward science and toward being active participants in the learning process. Qualitative data on student motivation were collected to examine the meaningfulness of the contextual learning content and materials. The majority of the students in the treatment (96%) and the control groups (86%) reported high interest in the lesson on Newton's three laws of motion. Both the treatment and the control groups indicated their interest ratings were a result of their prior experiences. This study shows that contextual learning instruction positively influences student motivation, interest, and achievement in science. Student achievement in science improved in the contextual learning classes as a result of increased interest due to learning that emphasized relevancy and purposeful meaning.

A Comparative Study of Hawaii Middle School Science Student Academic Achievement

NASA Astrophysics Data System (ADS)

Askew Cain, Peggy

The problem was middle-grade students with specific learning disabilities (SWDs) in reading comprehension perform less well than their peers on standardized assessments. The purpose of this quantitative comparative study was to examine the effect of electronic concept maps on reading comprehension of eighth grade students with SWD reading comprehension in a Hawaii middle school Grade 8 science class on the island of Oahu. The target population consisted of Grade 8 science students for school year 2015-2016. The sampling method was a purposeful sampling with a final sample size of 338 grade 8 science students. De-identified archival records of grade 8 Hawaii standardized science test scores were analyzed using a one way analysis of variance (ANOVA) in SPSS. The finding for hypothesis 1 indicated a significant difference in student achievement between SWDs and SWODs as measured by Hawaii State Assessment (HSA) in science scores (p < 0.05), and for hypothesis 2, a significant difference in instructional modality for SWDs who used concept maps and does who did not as measured by the Hawaii State Assessment in science (p < 0.05). The implications of the findings (a) SWDs performed less well in science achievement than their peers and consequently, and (b) SWODs appeared to remember greater degrees of science knowledge, and answered more questions correctly than SWDs as a result of reading comprehension. Recommendations for practice were for educational leadership and noted: (a) teachers should practice using concept maps with SWDs as a specific reading strategy to support reading comprehension in science classes, (b) involve a strong focus on vocabulary building and concept building during concept map construction because the construction of concept maps sometimes requires frontloading of vocabulary, and (c) model for teachers how concept maps are created and to explain their educational purpose as a tool for learning. Recommendations for future research were to conduct (a) a quantitative comparative study between groups for academic achievement of subtests mean scores of SWDs and SWODs in physical science, earth science, and space science, and (b) a quantitative correlation study to examine relationships and predictive values for academic achievement of SWDs and concept map integration on standardized science assessments.

The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry

NASA Astrophysics Data System (ADS)

Benus, Matthew J.

The purpose of this study was to examine the patterns of dialogue that were established and emerged in one experienced fifth-grade science teacher's classroom that used the argument-based inquiry (ABI) and the ways in which these patterns of dialogue and consensus-making were used toward the establishment of a grasp of science practice. Most current studies on ABI agree that it does not come naturally and is only acquired through practice. Additionally, the quality of dialogue is also understood to be an important link in support of student learning. Few studies have examined the ways in which a teacher develops whole-class dialogue over time and the ways in which patterns of dialogue shift over time. The research questions that guided this study were: (1) What were the initial whole-class dialogue patterns established by a fifth-grade science teacher who engaged in ABI? (2) How did the science teacher help to refine whole-class dialogue to support the agreeability of ideas constructed over time? This eighteen week study that took place in a small city of less than 15,000 in Midwestern United States was grounded in interactive constructivism, and utilized a qualitative design method to identify the ways in which an experienced fifth-grade science teacher developed whole-class dialogue and used consensus-making activities to develop the practice of ABI with his students. The teacher in this study used the Science Writing Heuristic (SWH) approach to ABI with twenty-one students who had no previous experience engaging in ABI. This teacher with 10 of years teaching experience was purposefully selected because he was proficient and experienced in practicing ABI. Multiple sources of data were collected, including classroom video with transcriptions, semi-structured interviews, after lesson conversations, and researcher's field notes. Data analysis used a basic qualitative approach. The results showed (1) that the teacher principally engaged in three forms of whole-class dialogue with students; talking to, talking with, and thinking through ideas with students. As time went on, the teacher's interactions in whole-class dialogue became increasingly focused on thinking through ideas with students, while at the same time students also dialogued more as each unit progressed. (2) This teacher persistently engaged with students in consensus-making activities during whole-class dialogue.These efforts toward consensus-making over time became part of the students' own as each unit progressed. (3) The classroom did not engage in critique and construction of knowledge necessarily like the community of science but rather used agreeing and disagreeing and explaining why through purposeful dialogic interactions to construct a grasp of science classroom practice. The findings have informed theory and practice about science argumentation, the practice of whole-class dialogue, and grasp of science practice along four aspects: (1) patterns of dialogue within a unit of instruction and across units of instruction, (2) the teacher's ability to follow and develop students' ideas, (3) the role of early and persistent opportunities to engage novice students in consensus-making, and (4) the meaning of grasp of science practice in classroom. This study provides insight into the importance of prolonged and persistent engagement with ABI in classroom practice.

Mathematics Through Science, Part III: An Experimental Approach to Functions. Teacher's Commentary. Revised Edition.

ERIC Educational Resources Information Center

Bolduc, Elroy J., Jr.; And Others

The purpose of this project is to teach learning and understanding of mathematics at the ninth grade level through the use of science experiments. This part of the program contains significant amounts of material normally found in a beginning algebra class. The material should be found useful for classes in general mathematics as a preparation for…

Effects of an SWH Approach and Self-Evaluation on Sixth Grade Students' Learning and Retention of an Electricity Unit

ERIC Educational Resources Information Center

Memis, Esra Kabatas; Seven, Sabriye

2015-01-01

The purpose of this study is to explore the effects of guided, inquiry-based laboratory activities using the Science Writing Heuristic (SWH) approach and self-evaluation on students' science achievement. The study involved three sixth grade classes studying an electricity unit taught by the same primary school teacher. Before the study began, one…

Vocabulary and Content Learning in Grade 9 Earth Science: Effects of Vocabulary Preteaching, Rational Cloze Task, and Reading Comprehension Task

ERIC Educational Resources Information Center

Lee, Siok H.

2010-01-01

This study examines strategies for supporting vocabulary and content learning in 5 grade 9 Earth Science classes that are part of a SDAIE program (Specially Designed Academic Instruction in English) in an urban California high school. Students received vocabulary and content instruction during a unit on Earthquakes. One group of students performed…

An Analysis of Sixth Grade Pupil's Ability to Use Context Clues in Science and Social Studies.

ERIC Educational Resources Information Center

Olson, Arthur V.

The ability of sixth-grade students to use context clues for identifying unknown words in science and social studies reading materials and the types of context clues most frequently used are examined. The 30 subjects from three white, middle-class urban schools missed 50 percent or more of the words on a prevocabulary test. The subjects read two…

"I Just Want The Credit!"--Perceived Instrumentality as the Main Characteristic of Boys' Motivation in a Grade 11 Science Course

ERIC Educational Resources Information Center

Nieswandt, Martina; Shanahan, Marie-Claire

2008-01-01

This case study examines the motivational structure of a group of male students (n = 10) in a grade 11 General Science class at an independent single-sex school. We approach the concept of motivation through the integration of three different theoretical approaches: sociocultural theory, future time perspective and achievement goal theory. This…

Changes in Student Science Interest from Elementary to Middle School

NASA Astrophysics Data System (ADS)

Coutts, Trudi E.

This study is a transcendental phenomenological study that described the experience of students’ interest in science from elementary school through middle school grades and the identification of the factors that increase or decrease interest in science. Numerous researchers have found that interest in science changes among children and the change in interest seems to modulate student motivation, which ultimately leads to fewer children choosing not only science classes in the future but science careers. Research studies have identified numerous factors that affect student interest in science; however, this study incorporated the lived experience of the child and looked at this interest in science through the lens of the child. The study design was a collective cross-case study that was multi-site based. This study utilized a sample of children in fifth grade classes of three different elementary schools, two distinct seventh grade classes of different middle schools, and ninth grade children from one high school in the State of Illinois. The phenomenon was investigated through student interviews. The use of one-on-one semi-structured interviews limited to 45 minutes in length provided the researcher with data of each child’s description of science interest. All interviews were audio- recorded and transcribed verbatim. The data was collected and analyzed in order to identify themes, and finally checked for validity. The most significant findings of this study, and possible factors contributing to science interest in children as they progress from elementary to high school, were those findings relating to hands-on activities, the degree to which a student was challenged, the offering of new versus previously studied topics in the curriculum, the perceived relevance of the curricular materials to personal life, and the empowerment children felt when they were allowed to make choices related to their learning experiences. This study’s possible implications for practitioners, specifically the findings of this study’s relation to the 2011 National Research Council Science Framework and the forthcoming Common Core Science Standards, were examined. This study concluded with discussion of its limitations, a summary of the results, and recommendations for additional areas of investigation of the subject matter.

Scientific literacy: Factor structure and gender differences

NASA Astrophysics Data System (ADS)

Manhart, James Joseph

The purpose of this study was to investigate the factor structure of scientific literacy and to document any gender differences with respect to each factor. Participants included 1139 students (574 females, 565 males) in grades 9 through 12 who were taking a science class at one of four Midwestern high schools. Based on National Science Education Standards, a 100 item multiple-choice test was constructed to assess scientific literacy. Confirmatory factor analysis of item parcels suggested a three factor model was the best way to explain the data resulting from the administration of this test. The factors were labeled constructs of science, abilities necessary to do scientific inquiry, and social aspects of science. Gender differences with respect to these factors were examined using analysis of variance procedures. Because differential enrollment in science classes could cause gender differences in grades 11 and 12, parallel analyses were conducted on the grades 9 and 10 subsample and the grades 11 and 12 subsample. However, the results of the two analyses were similar. The most consistent gender difference observed was that females performed better than males on the social aspects of science factor. Males tended to perform better than females on the constructs of science factor, although no consistent gender difference was noted for items dealing with life science. With respect to the abilities necessary to do scientific inquiry factor, females tended to perform better than males in grades 9 and 10, while no consistent gender difference was observed in grades 11 and 12. Gender differences were also examined using the Mantel-Haenszel procedure to flag individual items that functioned differently for females and males of the same ability. Twelve items were flagged for grades 9 and 10 (8 in favor of females, 4 in favor of males). Fourteen items were flagged for grades 11 and 12 (7 in favor of females, 7 in favor of males). All of the flagged items exhibited only small to moderate differential item functioning (DIF). Only three items were similarly flagged in both subsamples, one item from each factor.

Development and Validation of an Instrument to Measure Students' Motivation and Self-Regulation in Science Learning

NASA Astrophysics Data System (ADS)

Velayutham, Sunitadevi; Aldridge, Jill; Fraser, Barry

2011-10-01

Students' motivational beliefs and self-regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self-regulation of students in lower secondary science classrooms. The development of the instrument involved identifying key determinants of students' motivation and self-regulation in science learning based on theoretical and research underpinnings. Once the instrument was developed, a pilot study involving 52 students from two Grade 8 science classes was undertaken. Quantitative data were collected from 1,360 students in 78 classes across Grades 8, 9, and 10, in addition to in-depth qualitative information gathered from 10 experienced science teachers and 12 Grade 8 students. Analyses of the data suggest that the survey has strong construct validity when used with lower secondary students. This survey could be practically valuable as a tool for gathering information that may guide classroom teachers in refocusing their teaching practices and help to evaluate the effectiveness of intervention programmes.

Understanding Male Underachievement in Middle School Science: Challenging the Assumptions

NASA Astrophysics Data System (ADS)

Holbrooks, Marilyn Jane

The overall purpose of this collaborative action research study was to explore the experiences of eight middle school science teachers. This collaborative action research study concerned itself with male student underachievement in science at the middle school level. The study was conducted at Sherwood Forest Middle School (a pseudonym) with sixth through eighth grade science teachers with more than three years of experience, various teaching backgrounds within academic subjects as well as special education, and different grade levels. The interviews probed the teachers' personal experiences and insights regarding male underachievement in science. This collaborative action research study relied on qualitative data from interviews and other pieces of evidence that might support the teachers' observations, specifically standardized test data and class grades. In addition, four of the seven teachers participated in a focus group, developing strategies for more effective teaching in science for all students. Understanding the experiences of science educators for sixth through eighth grade students can assist local, state, and federal policymakers in educational decision-making processes for the future.

Effects of Brain-Based Learning Approach on Students' Motivation and Attitudes Levels in Science Class

ERIC Educational Resources Information Center

Akyurek, Erkan; Afacan, Ozlem

2013-01-01

The purpose of the study was to examine the effect of brain-based learning approach on attitudes and motivation levels in 8th grade students' science classes. The main reason for examining attitudes and motivation levels, the effect of the short-term motivation, attitude shows the long-term effect. The pre/post-test control group research model…

Project Clarion: Three Years of Science Instruction in Title I Schools among K-Third Grade Students

ERIC Educational Resources Information Center

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

2012-01-01

The purpose of the study was to measure the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. Approximately 3,300 K-3 students from six schools were assigned to experimental or control classes (N = 115 total) on a random basis according to class. Experimental students were exposed to…

Enhancement of Elementary School Students' Science Learning by Web-Quest Supported Science Writing

ERIC Educational Resources Information Center

Min-Hsiung, Chuang; Jeng-Fung, Hung; Quo-Cheng, Sung

2011-01-01

This study aimed to probe into the influence of implementing Web-quest supported science writing instruction on students' science learning and science writing. The subjects were 34 students in one class of grade six in an elementary school in Taiwan. The students participated in the instruction, which lasted for eight weeks. Data collection…

A Gifted and Talented Curriculum Handbook for Science in the Intermediate Grades of Lee County's Department of Exceptional Children. Gifted and Talented Resource Program, Grades 4-6.

ERIC Educational Resources Information Center

Baggarley, Margaret; And Others

Intended for regular classroom teachers in intermediate science classes serving the gifted and talented student, the curriculum handbook is designed to give a basic understanding of gifted education, to list appropriate goals and objectives for the gifted student, and to suggest materials and strategies for implementation within the regular…

Science Achievement and Students' Self-Confidence and Interest in Science: A Taiwanese Representative Sample Study

ERIC Educational Resources Information Center

Chang, Chun-Yen; Cheng, Wei-Ying

2008-01-01

The interrelationship between senior high school students' science achievement (SA) and their self-confidence and interest in science (SCIS) was explored with a representative sample of approximately 1,044 11th-grade students from 30 classes attending four high schools throughout Taiwan. Statistical analyses indicated that a statistically…

Promoting Students' Motivation in Learning Physical Science--An Action Research Approach.

ERIC Educational Resources Information Center

Tuan, Hsiao-Lin; Chin, Chi-Chin; Tsai, Chih-Chung

This study reported how four science teachers used action research to promote their students' motivation in learning physical science. Four teachers with one of their 8th grade physical science classes participated in the study. A combination of qualitative and quantitative research design were used in the study, and data collection included…

Digital Science Notebooks: Perspectives from an Elementary Classroom Teacher

ERIC Educational Resources Information Center

Paek, Seungoh; Fulton, Lori A.

2017-01-01

This study investigates how tablet-based note-taking applications can be integrated into elementary science classes as digital science notebooks. A teacher with 20 students in Grades 4-5 from a public charter school in Hawaii participated in the study. The participating science teacher introduced a tablet-based note taking application (TNA) to her…

Science Learning Outcomes in Alignment with Learning Environment Preferences

ERIC Educational Resources Information Center

Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia

2011-01-01

This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth…

Teacher Use of Evidence to Customize Inquiry Science Instruction

ERIC Educational Resources Information Center

Gerard, Libby F.; Spitulnik, Michele; Linn, Marcia C.

2010-01-01

This study investigated how professional development featuring evidence-based customization of technology-enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth-grade teachers and their classes of students (N = 787) for three consecutive…

Transforming Science Learning and Student Participation in Sixth Grade Science: A Case Study of a Low-Income, Urban, Racial Minority Classroom

ERIC Educational Resources Information Center

Tan, Edna; Calabrese Barton, Angela

2010-01-01

Recent criticisms of the goal of "science for all" with regard to minority students have alluded to the onerous culture of school science characterized by white, middle-class values that eschew personal everyday science experiences and nontraditional funds of knowledge, in addition to alienating science instruction. Using critically-oriented,…

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.

Parent involvement and science achievement: A latent growth curve analysis

NASA Astrophysics Data System (ADS)

Johnson, Ursula Yvette

This study examined science achievement growth across elementary and middle school and parent school involvement using the Early Childhood Longitudinal Study - Kindergarten Class of 1998--1999 (ECLS-K). The ECLS-K is a nationally representative kindergarten cohort of students from public and private schools who attended full-day or half-day kindergarten class in 1998--1999. The present study's sample (N = 8,070) was based on students that had a sampling weight available from the public-use data file. Students were assessed in science achievement at third, fifth, and eighth grades and parents of the students were surveyed at the same time points. Analyses using latent growth curve modeling with time invariant and varying covariates in an SEM framework revealed a positive relationship between science achievement and parent involvement at eighth grade. Furthermore, there were gender and racial/ethnic differences in parents' school involvement as a predictor of science achievement. Findings indicated that students with lower initial science achievement scores had a faster rate of growth across time. The achievement gap between low and high achievers in earth, space and life sciences lessened from elementary to middle school. Parents' involvement with school usually tapers off after elementary school, but due to parent school involvement being a significant predictor of eighth grade science achievement, later school involvement may need to be supported and better implemented in secondary schooling.

The comparison between science virtual and paper based test in measuring grade 7 students’ critical thinking

NASA Astrophysics Data System (ADS)

Dhitareka, P. H.; Firman, H.; Rusyati, L.

2018-05-01

This research is comparing science virtual and paper-based test in measuring grade 7 students’ critical thinking based on Multiple Intelligences and gender. Quasi experimental method with within-subjects design is conducted in this research in order to obtain the data. The population of this research was all seventh grade students in ten classes of one public secondary school in Bandung. There were 71 students within two classes taken randomly became the sample in this research. The data are obtained through 28 questions with a topic of living things and environmental sustainability constructed based on eight critical thinking elements proposed by Inch then the questions provided in science virtual and paper-based test. The data was analysed by using paired-samples t test when the data are parametric and Wilcoxon signed ranks test when the data are non-parametric. In general comparison, the p-value of the comparison between science virtual and paper-based tests’ score is 0.506, indicated that there are no significance difference between science virtual and paper-based test based on the tests’ score. The results are furthermore supported by the students’ attitude result which is 3.15 from the scale from 1 to 4, indicated that they have positive attitudes towards Science Virtual Test.

School Engagement Mediates Well-Being Differences in Students Attending Specialized versus Regular Classes

ERIC Educational Resources Information Center

Orkibi, Hod; Tuaf, Hila

2017-01-01

The authors examined (a) differences in school engagement and the subjective well-being (SWB) of 330 Israeli students (Grades 7-10, 52% girls) in specialized school classes (arts and science) versus students in classes with no specialized subject and (b) the role of engagement as a mediator between class choice and SWB. A multivariate analysis of…

Circus of Light

ERIC Educational Resources Information Center

Matkins, Juanita Jo; McDonnough, Jacqueline

2004-01-01

This article describes the light-based science circus the authors developed and tested with a fifth-grade class at Blackwell Elementary School in Richmond, Virginia. A science circus is a set of activities done in any order that together illustrate complementary properties of a science topic. As in a traditional circus, several "performances"…

Students' Perceptions of Single-Gender Science and Mathematics Classroom Experiences

ERIC Educational Resources Information Center

Brown, Sherri L.; Ronau, Robert R.

2012-01-01

While participating in single- and mixed-gender science and mathematics classes, ninth-grade urban high school students' (n = 118) academic self-concept, self-efficacy, and school climate perceptions were examined. Their perceptions were measured quantitatively from the Fennema-Sherman Mathematics (modified for Science) Attitude and the Patterns…

The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th-Grade Students

NASA Astrophysics Data System (ADS)

Yang, Kun-Yuan; Heh, Jia-Sheng

2007-10-01

The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer attitudes of tenth grade students. One-hundred and fifty students from four classes at one private senior high school in Taoyuan Country, Taiwan, R.O.C. were sampled. All four classes contained 75 students who were equally divided into an experimental group and a control group. The pre-test results indicated that the students' entry-level physics academic achievement, science process skills, and computer attitudes were equal for both groups. On the post-test, the experimental group achieved significantly higher mean scores in physics academic achievement and science process skills. There was no significant difference in computer attitudes between the groups. We concluded that the IVPL had potential to help tenth graders improve their physics academic achievement and science process skills.

Advancement of understanding in physical science and reduction of mathematical anxiety through the use of supplemental mathematics material

NASA Astrophysics Data System (ADS)

Roberson, James Chadwick

The purpose of this study was to determine if supplementary mathematics materials (created to be complementary to a physical science course) could provide a significant change in the attitudes and performance of the students involved. The supplementary text was provided in the form of a booklet. Participants were students in a physical science class. Students were given surveys to evaluate existing knowledge of physical science, mathematics skill, and mathematics anxiety in the context of a science class. Students were divided into control and experimental groups by lab section, with the experimental group receiving a supplemental booklet. At the end of the semester, another anxiety survey was given. The anxiety surveys and test grades were compared between groups. Anxiety scores were compared between the beginning and end of the semester within each group. Too few students reported using the booklets for a reliable statistical comparison (of grades) to be made. A statistically significant difference in mathematics anxiety levels was found between the groups.

Results of Using the Take-Away Technique on Students' Achievements and Attitudes in High School Physics and Physical Science Courses

ERIC Educational Resources Information Center

Carifio, James; Doherty, Michael

2012-01-01

The Take-away Technique was used in High School Physics and Physical Science courses for the unit on Newtonian mechanics in a teacher (6) by grade level (4) partially crossed design (N = 272). All classes received the same IE instructional treatment. The experimental group (classrooms) did a short Take-away after each class summarizing the key…

Impacts of an Inquiry Teaching Method on Earth Science Students' Learning Outcomes and Attitudes at the Secondary School Level.

ERIC Educational Resources Information Center

Mao, Song-Ling; Chang, Chun-Yen

This paper summarizes two companion studies that were designed to investigate the impacts of an inquiry teaching method on Earth science students' achievement and attitudes towards Earth science in secondary schools. Subjects were 557 students (9th grade) enrolled in 14 Earth science classes. Two Earth science units, including topics of astronomy…

Examining the Effects of Science Manipulatives on Achievement, Attitudes, and Journal Writing of Elementary Science Students.

ERIC Educational Resources Information Center

Frederick, Lynda R.; Shaw, Edward L., Jr.

This study examined several aspects of elementary science students' achievement, attitudes, and journal writing in conjunction with an Alabama Hands-on Activity Science Program (HASP) grant utilizing the Full Option Science System (FOSS) kit. The sample of 56 fourth grade students in two classes was administered a 15-item pretest and post-test.…

An Interdisciplinary Program Incorporating Population Studies for Intermediate Grades. Sedro-Woolley Project Report No. 13.

ERIC Educational Resources Information Center

Jungblom, Edwin N.

The publication contains exercises on population education which can be used in social studies and science classes in grades 4-7. Although the language of the material is geared to the intermediate grades, the exercises can easily be adapted for primary, high school, and adult education. The publication's major objective is to change the lifestyle…

Examining an online microbiology game as an effective tool for teaching the scientific process.

PubMed

Bowling, Kristi G; Klisch, Yvonne; Wang, Shu; Beier, Margaret

2013-01-01

This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game's ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a posttest. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females.

Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process†

PubMed Central

Bowling, Kristi G.; Klisch, Yvonne; Wang, Shu; Beier, Margaret

2013-01-01

This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game’s ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a posttest. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females. PMID:23858354

Examination of Pre-Service Science Teachers' Activities Using Problem Based Learning Method

ERIC Educational Resources Information Center

Ekici, Didem Inel

2016-01-01

In this study, both the activities prepared by pre-service science teachers regarding the Problem Based Learning method and the pre-service science teachers' views regarding the method were examined before and after applying their activities in a real class environment. 69 pre-service science teachers studying in the 4th grade of the science…

The Effects of Prior-Knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

ERIC Educational Resources Information Center

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-01-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students…

Science Seminar: Science Capstone Research Projects as a Class in High School

ERIC Educational Resources Information Center

Schwebach, J. Reid

2008-01-01

Inquiry-based, student-lead research may be a pinnacle of high school science education, and the implementation of inquiry themes at all grades is of profound importance. At The Beacon High School in New York City, all seniors, regardless of their scientific proclivity or interest, completed original science research projects as a graduation…

The Solar System/El Sistema Solar--A Fully Integrated Instructional Unit.

ERIC Educational Resources Information Center

Van Heukelem, Tom; Mercado, Maria de Jesus

This lesson plan for the second grade uses information on the solar system to provide science education for limited-English-proficient (LEP) students in San Diego, California. The lesson has been developed to be taught in a bilingual class, a Spanish-language immersion class, or a two-way bilingual class. Lessons are arranged so that native…

Interpreting the relationships between single gender science classes and girls' academic motivation and interest

NASA Astrophysics Data System (ADS)

Johnson, Sonya L.

The purpose of this study was to determine how and to what extent single gender science classes affect motivation to learn scientific concepts, interest in science, and college major intent among high school and middle school girls. This study was designed to determine whether students' motivation to learn science changes when they are placed in a single gender science class. The study also measured whether the students' level of interest in science and desire to major in science changes based on their enrollment in a single gender class. Finally, the study investigated the career and college major intentions of the sample population used in the study. Girls in single gender groupings engage in more academic risk taking and participate more than girls in coeducational classes. This benefit alone responds to reform efforts and supports the abolition of gender-based obstacles. Single gender grouping could help encourage more girls to take interest in majoring in science, a field that is considered to be masculine. By increasing students' interest in science while enrolled in single gender classes, students may become more motivated to learn science. This study was conducted using seven, eighth, ninth and tenth grade girls from single sex and coeducational science classes. The students participated in 2 surveys, the Science Motivational Survey and the Test of Science Related Attitudes, at the beginning of the semester and at the end of the semester. In respect to girls in high school single gender science classes, results were contrary to recent studies that state that girls who received science education in a single gender setting have an increase in motivation and attitude towards science. The results did show that middle school girls in single gender science classes did show an increase in motivation.

Middle school girls: Experiences in a place-based education science classroom

NASA Astrophysics Data System (ADS)

Shea, Charlene K.

The middle school years are a crucial time when girls' science interest and participation decrease (Barton, Tan, O'Neill, Bautista-Guerra, & Brecklin, 2013). The purpose of this study was to examine the experiences of middle school girls and their teacher in an eighth grade place-based education (PBE) science classroom. PBE strives to increase student recognition of the importance of educational concepts by reducing the disconnection between education and community (Gruenewald, 2008; Smith, 2007; Sobel, 2004). The current study provides two unique voices---the teacher and her students. I describe how this teacher and her students perceived PBE science instruction impacting the girls' participation in science and their willingness to pursue advanced science classes and science careers. The data were collected during the last three months of the girls' last year of middle school by utilizing observations, interviews and artifacts of the teacher and her female students in their eighth grade PBE science class. The findings reveal how PBE strategies, including the co-creation of science curriculum, can encourage girls' willingness to participate in advanced science education and pursue science careers. The implications of these findings support the use of PBE curricular strategies to encourage middle school girls to participate in advance science courses and science careers.

Science Instruction through the Game and Physical Activities Course: An Interdisciplinary Teaching Practice

ERIC Educational Resources Information Center

Boyraz, Celal; Serin, Gökhan

2017-01-01

The purpose of this study was to examine the effect of science instruction given through the game and physical activities course in accordance with interdisciplinary teaching approaches on students' science achievement and retention. The participants were 82 third grade students from a public elementary school. Three classes were chosen as…

Learning Pathways in Environmental Science Education: The Case of Hazardous Household Items

ERIC Educational Resources Information Center

Malandrakis, George N.

2006-01-01

The present study draws on environmental science education to explore aspects of children's conceptual change regarding hazardous household items. Twelve children from a fifth-grade class attended a 300-h teaching module of environmentally oriented science activities aimed at assessing their awareness about the environmental and health hazards…

Understanding Science Achievement Gaps by Race/Ethnicity and Gender in Kindergarten and First Grade

ERIC Educational Resources Information Center

Curran, F. Chris; Kellogg, Ann T.

2016-01-01

Disparities in science achievement across race and gender have been well documented in secondary and postsecondary school; however, the science achievement gap in the early years of elementary school remains understudied. We present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 that…

How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment

ERIC Educational Resources Information Center

Hugerat, Muhamad

2016-01-01

This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire…

Lessons Learned: Collaborative Symbiosis and Responsive Disciplinary Literacy Teaching

ERIC Educational Resources Information Center

Wilder, Phillip; Herro, Danielle

2016-01-01

This paper describes a case study of how a middle school literacy coach and a science teacher attempted to improve disciplinary literacy teaching in a sixth-grade science class. The collaborative inquiry exposed the disciplinary knowledge gap of the literacy coach (a former language arts teacher) and the science teacher's limited knowledge of…

Analysis of student’s scientific literacy skills through socioscientific issue’s test on biodiversity topics

NASA Astrophysics Data System (ADS)

Purwani, L. D.; Sudargo, F.; Surakusumah, W.

2018-05-01

The aim of this study was to describe student’s scientific literacy skills on biodiversity topics at grade X of senior high school. Dimension of scientific literacy that was asses is science’s competence and attitude towards science. The science competency tests and attitude rating scale based on biodiversity’s socio-scientific issue is used to measure scientific literacy skills. The result of study showed that student’s scientific literacy skills for science competence dimension are low (15.84% for class A and 19.50% for class B) and also for attitude toward science dimension (31.15% for class A and 37.05%). We concluded that student’s scientific literacy skills are low (23.49% and 28.55%).

The Impact of Color-Coding Freshmen Integrated-Science Assignments on Student Achievement

NASA Astrophysics Data System (ADS)

Sturdivant Allen, Anita Kay

Students in Grade 9 exhibit high rates of grade retention and absenteeism. Educators have used different strategies that will increase the achievement of those students. The purpose of this study was to determine whether a relationship existed between student achievement and the strategy to use colored paper for Grade 9 science assignments and tests. Itten's color theory provided the theoretical framework. Itten was one of the first researchers to explore the notion that the human eye can detect wavelengths as colors and that those colors can engage and create order in the human brain. A sample of students assigned to 4 classroom teachers at one high school who volunteered to take part in the study for 18 weeks were used in this quantitative study. Teachers administered student assessments on blue, green, yellow, and white paper. Each class was assigned 1 of the 4 colors for 4.5 weeks. The classes were then assigned a different color for the same length of time until each class had exposure to all 4 colors. Physical science exams given to students in the same grade or subject were used as the dependent variable. An ANOVA indicated that the groups using blue paper scored the highest on the physical science exams; students who used white paper earned the lowest scores. When comparing all 3 groups using colored paper (all three colored paper groups combined into one group) to the white paper groups, t-test results indicated that students using any colored paper scored higher than students using white paper. Further research on the impact of colored paper on student academic performance is necessary. Implications for positive social change indicate that new knowledge about instructional tools that impact student achievement deserves more attention.

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…

An Examination of Single-Gender and Coeducational Classes: Their Impact on the Academic Achievement of Middle School Students Enrolled in Mathematics and Science at Selected Schools in Georgia

ERIC Educational Resources Information Center

Elam, Jeanette H.

2009-01-01

The purpose of this study was to compare the academic performance of students enrolled in coeducational instruction and single-gender instruction. Within this framework, the researcher examined class type, gender, and racial/ethnicity using the sixth grade CRCT scores of selected students in the areas of mathematics and science. The fifth-grade…

Creating Hybrid Spaces for Engaging School Science among Urban Middle School Girls

ERIC Educational Resources Information Center

Barton, Angela Calabrese; Tan, Edna; Rivet, Ann

2008-01-01

The middle grades are a crucial time for girls in making decisions about how or if they want to follow science trajectories. In this article, the authors report on how urban middle school girls enact meaningful strategies of engagement in science class in their efforts to merge their social worlds with the worlds of school science and on the…

The Extent to Which Pupils Manipulate Materials and Attainment of Process Skills in Elementary School Science.

ERIC Educational Resources Information Center

Macbeth, Douglas Russell

Reported is a study of the importance of the direct manipulative experience in the attainment of science process skills for kindergarten and grade three pupils. Typical self-contained classes were selected to learn exercises from Science - A Process Approach. Some pupils were allowed to manipulate science materials in learning, while others were…

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.

In Junior High You Take Earth Science: Including a Student with Severe Disabilities into an Academic Class.

ERIC Educational Resources Information Center

Siegel-Causey, Ellin; McMorris, Carol; McGowen, Susan; Sands-Buss, Sue

1998-01-01

This case study of a 14-year-old boy with severe disabilities describes the collaboration of a team of educators who sought to include him in eighth-grade general-education classes. His inclusion plan included four steps: planning, selecting classes, accommodating, and collaborating. The accomplishments of the student's inclusion in earth science…

Science self-efficacy of African American middle school students: Relationship to motivation self-beliefs, achievement, gender, and gender orientation

NASA Astrophysics Data System (ADS)

Britner, Shari Lynn

Motivation researchers have established that students' self-efficacy beliefs, the confidence they have in their academic capabilities, are related to academic outcomes. Self-efficacy has been amply researched in mathematics and language arts and nearly exclusively with White students. African American students and the area of science have each received scant attention. Typically, gender differences favor boys in mathematics and girls in language arts. Researchers have also found that these differences may be a function of gender orientation beliefs. The purpose of this study was to extend findings in science self-efficacy and to African American middle school students. I sought to determine whether self-efficacy assessed at differing levels of specificity (lab skills versus science grades) would each predict science achievement assessed at corresponding levels, to discover whether mean scores in academic motivation and achievement would differ by gender, and to determine whether these differences are a function of gender orientation (N = 268). Science grade self-efficacy was positively associated with the grades obtained by boys and by girls. For girls, grades were also associated positively with science self-concept and negatively with value of science. For reasons resulting from problematic instructional practices, lab skills self-efficacy was not associated with lab grades. Girls reported stronger science self-efficacy and received higher grades in science class. Gender orientation beliefs did not account for these differences, but masculinity and femininity were each associated with science grade self-efficacy, suggesting that androgyny is an adaptive orientation for the science self-efficacy beliefs of African American students. Findings are interpreted within the framework of A. Bandura's (1986) social cognitive theory.

The Effects of Incorporating Web-assisted Learning with Team Teaching in Seventh-grade Science Classes

NASA Astrophysics Data System (ADS)

Jang, Syh-Jong

2006-05-01

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 the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students’ scores, questionnaires, teachers’ self-reflections, and the researcher’s interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students’ achievement. The research had limitations because of students’ abilities of data collection, computer use, and discussion, but more than one-half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure.

The Integration of Creative Drama in an Inquiry-Based Elementary Program: The Effect on Student Attitude and Conceptual Learning

NASA Astrophysics Data System (ADS)

Hendrix, Rebecca; Eick, Charles; Shannon, David

2012-11-01

Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n = 38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science System™ (FOSS) modules of sound (fourth grade) and solar energy (fifth grade) with the integration of creative drama activities in treatment classes. A 2 × 2 × (2) Mixed ANOVA was used to examine differences in the learning outcomes and attitudes toward science between groups (drama and non-drama) and grade levels (4th and 5th grades) over time (pre/post). Learning was measured using the tests included with the FOSS modules. A shortened version of the Three Dimension Elementary Science Attitude Survey measured attitudes toward science. Students in the drama treatment group had significantly higher learning gains ( F = 160.2, p < 0.001) than students in the non-drama control group with students in grade four reporting significantly greater learning outcomes ( F = 14.3, p < 0.001) than grade five. There was a significantly statistical decrease in student attitudes toward science ( F = 7.5, p < 0.01), though a small change. Creative drama was an effective strategy to increase science conceptual learning in this group of diverse elementary enrichment students when used as an active extension to the pre-existing inquiry-based science curriculum.

Assessment of preclinical problem-based learning versus lecture-based learning.

PubMed

Login, G R; Ransil, B J; Meyer, M; Truong, N T; Donoff, R B; McArdle, P J

1997-06-01

Academic performance on a standardized oral comprehensive exam (OCE) was compared for students taught basic science in a problem-based learning (PBL) curriculum and a lecture-based learning (LBL) curriculum. The OCE was administered to the graduating classes of 1991-1994 (n approximately 20/class) six months after completion of their basic science courses. The OCE contained six components including: Organization and Thoroughness, Diagnosis, Primary Treatment Plan, Alternate Treatment Plan, Science and Medical Knowledge, and Dental Knowledge. Six to eight examiners graded each of the students by using a standardized scoring system and by subjective comments. The class of 1991 was taught by LBL, classes of 1993 and 1994 by PBL, and the class of 1992 by an incomplete PBL teaching method. Mean OCE scores were not significantly different between classes; however, the Science and Medical Knowledge component score was significantly better for the class of 1994 than for 1991 (p < 0.05). There was a non-significant 40 percent increase (p = 0.07) in honors and a 269 percent (p < 0.001) increase in cumulative positive examiner comments between 1991 and 1994.

High School Physics Students' Personal Epistemologies and School Science Practice

ERIC Educational Resources Information Center

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

2017-01-01

This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of…

Students' and Teachers' Understanding of the Nature of Science: A Reassessment.

ERIC Educational Resources Information Center

Lederman, Norman G.

1986-01-01

High school biology teachers (N=18), and one 10th-grade class of each teacher, were given the Nature of Scientific Knowledge Scale at the beginning and end of a school year to determine their conceptions of the nature of science. Results (such as students not possessing "adequate" conceptions of science) are reported and discussed. (JN)

Elementary Students Using a Tablet-Based Note-Taking Application in the Science Classroom

ERIC Educational Resources Information Center

Paek, Seungoh; Fulton, Lori A.

2016-01-01

This exploratory study investigates the potential of a tablet-based note-taking application (TbNA) to serve as a digital notebook in support of students' classroom science practices. An elementary teacher (Grades 4-5) from a public charter school integrated a TbNA into her science class for one semester while participating in professional…

Effect of Cooperative Learning Strategies on Students' Understanding of Concepts in Electrochemistry

ERIC Educational Resources Information Center

Acar, Burcin; Tarhan, Leman

2007-01-01

The present study was conducted to investigate the degree of effectiveness of cooperative learning instruction over a traditional approach on 11th grade students' understanding of electrochemistry. The study involved forty-one 11th grade students from two science classes with the same teacher. To determine students' misconceptions concerning…

A Project To Make the Laboratory More Accessible to Students with Disabilities

NASA Astrophysics Data System (ADS)

Lunsford, Suzanne K.; Bargerhuff, Mary Ellen

2006-03-01

This article describes project CLASS (Creating Laboratory Access for Science Students) an innovative NSF-funded project originating at Wright State University in Dayton, Ohio. Project CLASS enables students to participate in chemistry labs regardless of physical or learning disabilities in grades 7 12. This nationally recognized project prepares educators to accommodate and develop adaptive lab equipment to meet the needs of students with physical and learning disabilities while maintaining the integrity of the science curriculum.

The Effect of a Literature-Based Program Integrated into Literacy and Science Instruction on Achievement, Use, and Attitudes toward Literacy and Science. Reading Research Report No. 37.

ERIC Educational Resources Information Center

Morrow, Lesley Mandel; And Others

A study determined the impact of integrating literacy and science programs on literacy achievement, use of literature, and attitude toward reading and science. Six third-grade classes (128 students) of ethnically diverse children were assigned to one control and two experimental groups (literature/science program and literature only program).…

Leonardo's Tree Theory.

ERIC Educational Resources Information Center

Werner, Suzanne K.

2003-01-01

Describes a series of activities exploring Leonardo da Vinci's tree theory that are designed to strengthen 8th grade students' data collection and problem solving skills in physical science classes. (KHR)

An Experimental Study of a Televised Science Series, Grades 1-4, Comparing the Quality and Sequence of Television and Classroom Questions with a Proposed Strategy of Science Instruction.

ERIC Educational Resources Information Center

Beisenherz, Paul Chalmers

The effectiveness of a televised science series used in the Seattle metropolitan area was investigated, using factorial design to provide a treatment variable representing four degrees of utilization of TV science and non-TV science. Teachers and their intact classes were randomly assigned to one of four treatment groups: TV science only, plus…

Connecting with Local Culture.

ERIC Educational Resources Information Center

Rowe, Roy; Probst, Craig

1995-01-01

In a small school off the Alaskan coast, students are learning to value their Aleut heritage. The third-grade class abandoned its traditional science text to study lessons organized around Alaska's Pribilof Islands, a natural science laboratory. Weekly projects involving debris cleanup, tourist brochures, rat alerts, and boat restoration engage…

101 Environmental Education Activities. Booklet 4--Science Activities.

ERIC Educational Resources Information Center

Whitney, Helen, Comp.

Fourth in the series "101 Environmental Education Activities" by the Upper Mississippi River ECO-Center, the booklet contains 39 environment-based science activities directed to students in primary, intermediate, and junior high classes. Organization of the activities usually includes grade level, objectives, procedures, and materials,…

Evaluation of the Effect of Laboratory-Oriented Science Curriculum Materials on the Attitudes of Students with Reading Difficulties.

ERIC Educational Resources Information Center

Milson, James L.

1979-01-01

Investigated how the use of laboratory-oriented science curriculum materials affected the attitudes of students with reading difficulties. Both the ninth grade experimental and control classes used a six-week instructional unit on heat and temperature. (HM)

How Effective Is the Jigsaw Method when Used to Introduce New Science Curricula in Middle School Science?

ERIC Educational Resources Information Center

Dollard, Mark W.; Mahoney, Kate

2010-01-01

The purpose of this study was to determine the effects of the Jigsaw method, a cooperative learning tool, on content knowledge and attitude toward learning science. A group of 64 students in an 8th grade physical science class located in rural western New York participated in this study. As an intervention for this action research study, science…

Engaging Adolescents' Interests, Literacy Practices, and Identities: Digital Collaborative Writing of Fantasy Fiction in a High School English Elective Class

ERIC Educational Resources Information Center

Rish, Ryan M.

2011-01-01

This study investigates an elective English class, in which students in grades 10-12 collectively read and collaboratively wrote fantasy fiction in four groups. The purpose of the class was to have students consider the choices fantasy and science fictions writers, directors, and video game designers make when creating a fictional world. The…

Family science: What is it?

DOE Office of Scientific and Technical Information (OSTI.GOV)

Whitlow, B.

Family science is an informal science education program designed to teach science skills by having children and parents learn and enjoy science together. Aimed at addressing the underrepresentation of women and ethnic and racial minorities in science-based careers, FAMILY SCIENCE involves parents and children in kindergarten through eighth grade in science activities that demonstrate the role science plays in their daily life and future. Family involvement is the key to the program`s effectiveness. Family classes are usually offered in a series of one- to two-hour class meetings for parents and their children after school, evenings, and weekends. During classes, parentsmore » and children work in pairs and small groups to solve problems, work cooperatively, and talk science. The activities provide experiences for the entire family that build skills, confidence, and interest in science. In addition, guest speakers and career activities illustrate for parents in the workforce the significance of math and science in their own jobs, and for kids, it highlights the diversity of jobs and the relevance of math and science.« less

The Effects of Teaching Notetaking Strategies on Elementary Students' Science Learning

ERIC Educational Resources Information Center

Lee, Pai-Lin; Lan, William; Hamman, Douglas; Hendricks, Bret

2008-01-01

The research examined effects of notetaking instruction on elementary-aged students' abilities to recall science information and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment conditions: strategic notetaking, partial strategic notetaking, and control, for four training…

Digging into Inquiry-Based Earth Science Research

ERIC Educational Resources Information Center

Schultz, Bryan; Yates, Crystal; Schultz, Jayne M.

2008-01-01

To help eighth-grade students experience the excitement of Earth science research, the authors developed an inquiry-based project in which students evaluated and cataloged their campus geology and soils. Following class discussions of rock-weathering and soil-forming processes, students worked in groups to excavate multiple soil pits in the school…

Agricultural Science Lab Activities. Instructor Guide. Volume 27, Number 2.

ERIC Educational Resources Information Center

Thompson, Gregory W.; And Others

This instructor guide contains 20 laboratory activities for grades 9-10 Agricultural Science I-II classes. The activities are cross-referenced to Missouri Core Competencies and Key Skills. The activities are organized into the following areas: introductory (microscope use); animal nutrition (absorption of nutrients, bacteria and disease, enzyme…

Science Teacher Attitudes toward Inquiry-Based Teaching and Learning

ERIC Educational Resources Information Center

DiBiase, Warren; McDonald, Judith R.

2015-01-01

The purpose of this study was to determine teachers' attitudes, values, and beliefs about inquiry. The participants of this study were 275 middle grade and secondary science teachers from four districts in North Carolina. Issues such as class size, accountability, curricular demands, and administrative support are perceived as constraints,…

Middle School and pH?

ERIC Educational Resources Information Center

Herricks, Susan

2007-01-01

A local middle school requested that the Water Center of Advanced Materials for Purification of Water With Systems (WaterCAMPWS), a National Science Foundation Science and Technology Center, provide an introduction to pH for their seventh-grade water-based service learning class. After sorting through a multitude of information about pH, a…

University Students' Perceptions of Their Science Classrooms

ERIC Educational Resources Information Center

Kaya, Osman Nafiz; Kilic, Ziya; Akdeniz, Ali Riza

2004-01-01

The purpose of this study was to investigate the dimensions of the university students' perceptions of their science classes and whether or not the students' perceptions differ significantly as regards to the gender and grade level in six main categories namely; (1) pedagogical strategies, (2) faculty interest in teaching, (3) students interest…

A New Breed of Teacher's Pet.

ERIC Educational Resources Information Center

Owens, Roxanne; Williams, Nancy

1995-01-01

Describes how a fourth-grade class developed a hands-on, integrated math, science, and literature unit about dogs and brought a dog into class for two weeks. The unit was so successful that the dog stayed for the year. School administration, teachers, parents, and students agreed that the impact of the dog's presence had been beneficial. (ET)

Biases of Communication Systems: An Exploratory Approach to Studying New Communication Technologies.

ERIC Educational Resources Information Center

Krendl, Kathy A.; Fredin, Eric S.

This field experiment begins to build a theoretical framework for exploring the effects of media characteristics on subjects' understanding and integration of information. Students in two eighth-grade science classes wrote term papers with one class using a print encyclopedia and the other an electronic encyclopedia to conduct their research. A…

Let's Take a Road Trip

ERIC Educational Resources Information Center

Hildebrandt, Martha E.; Biglan, Barbara; Budd, Lisa

2013-01-01

In this article, the authors describe activities that can keep math and science skills sharp over summer breaks. A fourth-grade class was encouraged to talk about their coming summer break. The class brainstormed about what one might see on the road--"Observing landscapes, vehicles, and highway signage were quick replies." The children…

Ciencias en Espanol, 1995-96 (Sciences in Spanish, 1995-96). Research Report on Educational Grants.

ERIC Educational Resources Information Center

Houston Independent School District, TX. Dept. of Research and Evaluation.

An elementary science program was taught in Spanish for English-speaking children to give them the opportunity to acquire second language skills through hands-on science instruction. The program included 4 classes of approximately 22 students at kindergarten and first-grade levels in the gifted and talented program at the Gary Herod Elementary…

Varying the Narration Presentation Format and On-Screen Character-Narrator Relationship in an Instructional Science Film.

ERIC Educational Resources Information Center

Sherman, Greg

This study examined how learning, attitudes, and mental efforts are affected by changing the verbal information presentation format and relationship between the narrator and on-screen character in a junior high school-level science film. Twenty seventh-grade science classes (N=441) were randomly assigned to one of five treatment groups. Each class…

The Effects of Diagnosis, Remediation and Locus of Control on Achievement, Retention, and Attitudes of Middle School Science Students.

ERIC Educational Resources Information Center

Saunders, Ramona L.; Yeany, Russell H.

Reported is a study designed to determine the effects of diagnostic testing followed by prescribed remediation on the immediate and retained science achievement of middle school students, and to determine if effects of treatment were consistent across students' race and locus of control (LOC) levels. Three intact seventh-grade science classes were…

Becoming a Content-ESL Teacher: A Dialogic Journey of a Science Teacher and Teacher Educator

ERIC Educational Resources Information Center

Welsh, Lori C.; Newman, Karen L.

2010-01-01

This dialogical narrative describes the observations and changes in instruction of an 8th-grade science teacher in an English language learner (ELL) sheltered science class before and after receiving instruction in ESL methods, and the backdrop for the teacher's growth, as narrated by the second language teacher educator who directed the teacher's…

Examining the Influence of Technology and Project-Supported Thinking Journey on Achievement

ERIC Educational Resources Information Center

Baran, Medine; Maskan, Abdulkadir

2013-01-01

The purpose of this study was to investigate the influence of the technology and project-supported Thinking Journey on 11th grade high school students' achievements in the subject of electricity units. The participants were 68 high school 11th grade students from two different science classes. Control and experimental groups were selected at…

The Hows and Whys of Studying: The Relationship of Goals to Strategies.

ERIC Educational Resources Information Center

Nolen, Susan Bobbitt

A correlational study of 62 8th grade, 60 11th grade, and 58 college students investigated developmental differences in learning goals, study strategy beliefs and their inter-relationship for science classes. Questionnaires measured levels of task orientation, ego orientation, and work avoidance, as well as belief in the utility of two types of…

The effect of constructivist teaching strategies on science test scores of middle school students

NASA Astrophysics Data System (ADS)

Vaca, James L., Jr.

International studies show that the United States is lagging behind other industrialized countries in science proficiency. The studies revealed how American students showed little significant gain on standardized tests in science between 1995 and 2005. Little information is available regarding how reform in American teaching strategies in science could improve student performance on standardized testing. The purpose of this quasi-experimental quantitative study using a pretest/posttest control group design was to examine how the use of a hands-on, constructivist teaching approach with low achieving eighth grade science students affected student achievement on the 2007 Ohio Eighth Grade Science Achievement Test posttest (N = 76). The research question asked how using constructivist teaching strategies in the science classroom affected student performance on standardized tests. Two independent samples of 38 students each consisting of low achieving science students as identified by seventh grade science scores and scores on the Ohio Eighth Grade Science Half-Length Practice Test pretest were used. Four comparisons were made between the control group receiving traditional classroom instruction and the experimental group receiving constructivist instruction including: (a) pretest/posttest standard comparison, (b) comparison of the number of students who passed the posttest, (c) comparison of the six standards covered on the posttest, (d) posttest's sample means comparison. A Mann-Whitney U Test revealed that there was no significant difference between the independent sample distributions for the control group and the experimental group. These findings contribute to positive social change by investigating science teaching strategies that could be used in eighth grade science classes to improve student achievement in science.

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

NASA Astrophysics Data System (ADS)

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 was used to investigate the treatment effect. There were 162 students in the experimental group and 142 students in the control group. Both the experimental and control group students took the Achievement Test in Reproduction, Development, and Growth in Living Things (RDGLT), Science Process Skills Test, and Attitudes Toward Science Questionnaire, as pre-test and post-test. Repeated analysis of variance design was used in analyzing the data. Both the experimental and control group students were taught in RDGLT units for 22 class hours. The results indicated the positive effect of guided-inquiry approach on the Turkish students' cognitive as well as affective characteristics. The guided inquiry enhanced the experimental group students' understandings of the science concepts as well as the inquiry skills more than the control group students. Similarly, the experimental group students improved their attitudes toward science more than the control group students as a result of treatment. The guided inquiry seems a transition between traditional teaching method and student-centred activities in the Turkish schools.

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 posttests, on the science CRCT and on the individual Science portions on the test including earth, life and physical sciences. In fact, this study was able to detect significant differences between the experimental group and the control group with regard to the degree to which the students improved from the pretests to the posttests.

Relationship Among Dental Students' Class Lecture Attendance, Use of Online Resources, and Performance.

PubMed

Azab, Ehab; Saksena, Yun; Alghanem, Tofool; Midle, Jennifer Bassett; Molgaard, Kathleen; Albright, Susan; Karimbux, Nadeem

2016-04-01

This study aimed to evaluate the relationship among dental students' attendance at class lectures, use of online lecture materials, and performance in didactic courses. The study was conducted with second-year predoctoral students at Tufts University School of Dental Medicine during the fall semester of 2014. Three basic science and three preclinical dental courses were selected for evaluation. Online usage for each participant was collected, and a survey with questions about attendance and online behavior was conducted. The final grade for each participant in each selected course was obtained and matched with his or her online usage and attendance. Out of a total 190 students, 146 (77%) participated. The results showed no significant relationship between students' grades and their class attendance or online usage except for a weak negative relationship between class attendance and online usage for the Epidemiology course (p<0.001) and the overall preclinical dental courses (p=0.03). Although the results did not show strong relationships among class attendance, online usage, and course grades, most of the students reported that having the online resources in addition to the lectures was helpful.

Diagramming the Never Ending Story: Student-generated diagrammatic stories integrate and retain science concepts improving science literacy

NASA Astrophysics Data System (ADS)

Pillsbury, Ralph T.

This research examined an instructional strategy called Diagramming the Never Ending Story: A method called diagramming was taught to sixth grade students via an outdoor science inquiry ecology unit. Students generated diagrams of the new ecology concepts they encountered, creating explanatory 'captions' for their newly drawn diagrams while connecting them in a memorable story. The diagramming process culminates in 20-30 meter-long murals called the Never Ending Story: Months of science instruction are constructed as pictorial scrolls, making sense of all new science concepts they encounter. This method was taught at a North Carolina "Public" Charter School, Children's Community School, to measure its efficacy in helping students comprehend scientific concepts and retain them thereby increasing science literacy. There were four demographically similar classes of 20 students each. Two 'treatment' classes, randomly chosen from the four classes, generated their own Never Ending Stories after being taught the diagramming method. A Solomon Four-Group Design was employed: Two Classes (one control, one treatment) were administered pre- and post; two classes received post tests only. The tests were comprised of multiple choice, fill-in and extended response (open-ended) sections. Multiple choice and fill-in test data were not statistically significant whereas extended response test data confirm that treatment classes made statistically significant gains.

Science Study Aids 5: Tannin - Nature's Filter.

ERIC Educational Resources Information Center

Boeschen, John; Randall, John M.

This publication is the fifth in a series of seven supplementary investigative materials for use in secondary science classes providing up-to-date research-related investigations. This unit is structured for grade levels 9 through 12. It is concerned with the removal of heavy divalent metals from water with the use of tannin-containing…

Science Study Aids 2: Mushrooms - Nature's Recyclers.

ERIC Educational Resources Information Center

McConnell, Bill; Kurtzman, Ralph H., Jr.

This publication is the second of a series of seven supplementary investigative materials for use in secondary science classes providing up-to-date research-related investigations. This unit is structured for grade levels 7 through 9. It is concerned with food value of liquified cellulosic agricultural wastes: paper, straw, corn cobs, sawdust and…

Student Misconceptions about Plant Transport--A Sri Lankan Example

ERIC Educational Resources Information Center

Vitharana, P. R. K. A.

2015-01-01

Students bring with them their own misconceptions to the science classes and it becomes a barrier in developing new concepts. Therefore, identifying misconceptions is an essential component in teaching science. The objective of this study was to identify 10th grade students' misconceptions on plant transport with the use of two-tier diagnostic…

Formative Assessment Probes: Where Do I Put the Switch?

ERIC Educational Resources Information Center

Keeley, Page

2015-01-01

After completing a science unit on transfer of energy, including how chemical energy from a battery is converted to electrical energy; electrical circuits; and transformation of energy into sound, light, or heat; the students in Mrs. Finlay's fourth-grade science class were challenged to use what they learned to solve a problem. The students…

Science Study Aids 3: Carbohydrates - Nature's Energy Source.

ERIC Educational Resources Information Center

McConnell, Bill

This publication is the third of a series of seven supplementary investigative materials for use in secondary science classes providing up-to-date research-related investigations. This unit is structured for grade levels 7 through 12. It is concerned with the role of carbohydrates as important nutrients for consumers. This guide will enable…

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…

Science Study Aids 1: Dehydration for Food Preservation.

ERIC Educational Resources Information Center

Boeschen, John; And Others

This publication is the first of a series of seven supplementary investigative materials for use in secondary science classes providing up-to-date research-related investigations. This unit is structured for grades 9 through 12. It is concerned with the osmatic dehydration of fruits. The guide provides students with information about food…

Learning Achievement Packages, Sciences--Biology, English--Spanish, Revised Edition.

ERIC Educational Resources Information Center

Rendon, Rene; Rosenblum, Mark

Four suggested science curriculum units are presented. They represent a cross-section of materials that have been developed to deal with the learning problems of students with special language difficulties in grades 7 through 12, in addition to classes in adult education. The units were classroom-tested during 1970-72. The units, which are…

Science Study Aids 6: Lysozyme - The Cooperative Enzyme.

ERIC Educational Resources Information Center

Boeschen, John; Alderton, Gordon

This publication is the sixth of a series of seven supplementary investigative materials for use in secondary science classes providing up-to-date research-related investigations. This unit is structured for grade levels 10 through 12. It is concerned with the crystallization of an enzyme, lysozyme, from egg white. The first part of this guide…

Science Study Aids 7: Fermentation - Activities of a Fabulous Fungus.

ERIC Educational Resources Information Center

McConnell, Bill

This publication is the seventh of a series of seven supplementary investigative materials for use in secondary science classes providing up-to-date research-related investigations. This unit is structured for grades 7 through 10. It is concerned with the roles of fermentation processes in the agriculture and food industry. The guide enables…

Assessing Students' Attitudes and Achievements in a Multicultural and Multilingual Science Classroom.

ERIC Educational Resources Information Center

Hadi-Tabassum, Samina

1999-01-01

Takes a qualitative and quantitative look at the curriculum and teaching of a two-way immersion eighth-grade solar energy science classroom and examines its implications for education policy and reform. Results for a class of 25 students indicate that the approach increases the retention rate of Hispanic students. (SLD)

Vygotsky and the Socialization of Literacy.

ERIC Educational Resources Information Center

Doolittle, Peter E.

An activity has been used successfully for several years in a middle-school computer class to integrate writing instruction with computer science. Taking approximately five class periods, the activity consists of three phases: (1) the 6th-grade students use paper and pencil to write a story in any literary format; (2) 11th- and 12th-grade…

SRA Economics Materials in Grades One and Two. Evaluation Reports.

ERIC Educational Resources Information Center

Shaver, James P.; Larkins, A. Guy

A class of first graders and a class of second graders in four Salt Lake City schools comprised the experimental sample in a study whose objectives were (1) to develop a test for assessing learning with "Our Working World" materials, published by Science Research Associate (SRA), and (2) to determine if students using the materials made…

1:1 Mobile Inquiry Learning Experience for Primary Science Students--A Study of Learning Effectiveness

ERIC Educational Resources Information Center

Looi, C.-K.; Zhang, B.; Chen, W.; Seow, P.; Chia, G.; Norris, C.; Soloway, E.

2011-01-01

This paper presents the findings of a research project in which we transformed a primary (grade) 3 science curriculum for delivery via mobile technologies, and a teacher enacted the lessons over the 2009 academic year in a class in a primary school in Singapore. The students had a total of 21 weeks of the mobilized lessons in science, which were…

The Effect of Technological Pedagogical Content Knowledge Based Training Programs Used in Astronomy Classes on the Success Levels of Science Teacher Candidates

ERIC Educational Resources Information Center

Sensoy, Onder; Yildirim, Halil Ibrahim

2018-01-01

The aim of this study is to examine the impact of the Technological Pedagogical Content Knowledge (TPCK) based educational practices in astronomy lectures on prospective science teachers' success levels. The study was conducted on 4th-grade prospective science teachers of a public university and lasted for 14 weeks. In the study,…

The Effects of Scientific Representations on Primary Students' Development of Scientific Discourse and Conceptual Understandings during Cooperative Contemporary Inquiry-Science

ERIC Educational Resources Information Center

Gillies, Robyn M.; Nichols, Kim; Khan, Asaduzzaman

2015-01-01

Teaching students to use and interpret representations in science is critically important if they are to become scientifically literate and learn how to communicate their understandings and learning in science. This study involved 248 students (119 boys and 129 girls) from 26 grade 6 teachers' classes in nine primary schools in Brisbane,…

Effects of Explicit Instruction on the Acquisition of Students' Science Inquiry Skills in Grades 5 and 6 of Primary Education

ERIC Educational Resources Information Center

Kruit, P. M.; Oostdam, R. J.; van den Berg, E.; Schuitema, J. A.

2018-01-01

In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students…

The Impact of Participation in an Ancillary Science and Mathematics Program (SEMAA) on Engagement Rates of Middle School Students in Regular Mathematics Classrooms

ERIC Educational Resources Information Center

Seaton, Daniel M.; Carr, Donna

2005-01-01

The purpose of this study was to investigate the impact of participation in a federally sponsored, short-term, cocurricular, mathematics and science program (Science Engineering Mathematics Aerospace Academy, SEMAA) on the engagement rates of sixth- and seventh-grade students in public school mathematics classes. Engagement was measured with the…

Assessing School Libraries as Learning Environments: Examining Students' Perceptions in Third, Fourth and Fifth Grades

ERIC Educational Resources Information Center

Schultz-Jones, Barbara; Ledbetter, Cynthia

2010-01-01

This paper presents the full results from a 2008/2009 research study examining the application of a "learning environment" paradigm to the school library setting. The preliminary results from the examination of the Fifth Grade science classes were presented at the IASL 2009 Research Forum. We now report the process of completing our…

Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas

NASA Astrophysics Data System (ADS)

Zeidler, Dana L.; Walker, Kimberly A.; Ackett, Wayne A.; Simmons, Michael L.

2002-05-01

The purpose of this study was to investigate the relationships between students' conceptions of the nature of science and their reactions to evidence that challenged their beliefs about socioscientific issues. This study involved 41 pairs of students representing critical cases of contrasting ethical viewpoints. These 82 students were identified from a larger sample of 248 students from 9th and 10th grade general science classes, 11th and 12th grade honors biology, honors science, and physics classes, and upper-level college preservice science education classes. Students responded to questions aimed at revealing their epistemological views of the nature of science and their belief convictions on a selected socioscientific issue. The smaller subset of students was selected based on varying degrees of belief convictions about the socioscientific issues and the selected students were then paired to discuss their reasoning related to the issue while being exposed to anomalous data and information from each other and in response to epistemological probes of an interviewer. Taxonomic categories of students' conceptions of the nature of science were derived from the researchers' analysis of student responses to interviews and questionnaires. In some instances, students' conceptions of the nature of science were reflected in their reasoning on a moral and ethical issue. This study stimulated students to reflect on their own beliefs and defend their opinions. The findings suggest that the reactions of students to anomalous socioscientific data are varied and complex, with notable differences in the reasoning processes of high school students compared to college students. A deeper understanding of how students reason about the moral and ethical context of controversial socioscientific issues will allow science educators to incorporate teaching strategies aimed at developing students' reasoning skills in these crucial areas.

The Effects of STS Issue Investigation and Action Instruction Versus Traditional Life Science Instruction on Seventh Grade Students' Citizenship Behaviors

NASA Astrophysics Data System (ADS)

Wiesenmayer, Randall L.; Rubba, Peter A.

1999-06-01

The purpose of this study was to determine the effects of employing an STS instructional model that addresses each of the four goal levels of STS education versus an instructional model containing only life science content, on seventh grade students' participation in citizenship action on STS issues. A modified version of the non-equivalent control group quasi-experimental research design was used with seventeen intact seventh grade life science classes, ten of which received STS instruction ( N = 264) and seven of which received life science instruction ( N = 136) over 20 school days. The STS instruction sequentially addressed each of the four goal levels for STS education. Data were collected using the Actions Taken on Public Issues instrument to measure citizenship behaviors. ANOVA and repeated measures ANOVA were employed to analyze data. It was concluded from the findings that employment of an STS issue investigation with an action instructional model that addressed the four goal levels of STS education significantly increased seventh grade students' participation in citizenship actions on STS issues. Implications and recommendations are provided.

Project Clarion: Three Years of Science Instruction in Title I Schools among K-Third Grade Students

NASA Astrophysics Data System (ADS)

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

2012-10-01

The purpose of the study was to measure the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. Approximately 3,300 K-3 students from six schools were assigned to experimental or control classes ( N = 115 total) on a random basis according to class. Experimental students were exposed to concept-based science curriculum that emphasized `deep learning' though concept mastery and investigation, whereas control classes learned science from traditional school-based curricula. Two ability measures, the Bracken Basic Concept Scale-Revised (BBCS-R, Bracken 1998) and the Naglieri Nonverbal Intelligence Test (NNAT, Naglieri 1991), were used for baseline information. Additionally, a standardized measure of student achievement in science (the MAT-8 science subtest), a standardized measure of critical thinking, and a measure for observing teachers' classroom behaviors were used to assess learning outcomes. Results indicated that all ability groups of students benefited from the science inquiry-based approach to learning that emphasized science concepts, and that there was a positive achievement effect for low socio-economic young children who were exposed to such a curriculum.

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-preference effect. Furthermore, the students indicated significantly more positive attitudes when instructed with a multisensory approach on either grade-level or above-grade level science content (p < 0.0001). The findings supported using a multisensory approach when teaching science concepts that are new to and difficult for students (Martini, 1986).

Go Fly a Tetrahedron!

ERIC Educational Resources Information Center

Cowens, John

1995-01-01

Describes a science unit used in a fourth-grade class to teach students about Bernoulli's law of flight, the similarity of tetrahedrons to birds, and the construction of tetrahedron kites. Also includes thought-provoking math questions for students. (MDM)

The Effect of Carrying out Writing to Learn Activities on Academic Success of Fifth Grade Students in Secondary School on the Subject of "Force and Motion"

ERIC Educational Resources Information Center

Seven, Sabriye; Koksal, Asiye Pinar; Kocak, Gulsen

2017-01-01

The aim of this study is to investigate the impact of writing poems and keeping a journal as writing-to-learn activities on the academic achievement of students in teaching the Force and Motion unit in the Science class of fifth grade students in secondary school. Sample of the study consists of 50 students who study in the fifth grade of two…

It is not known the impact or implications of a study skills class and its effect on high school students in relation to performance on math and science Georgia High School Graduation Test

NASA Astrophysics Data System (ADS)

Smith, Mary E.

The Georgia State Board of Education has put in place requirements that high school students must meet in order to advance to a higher grade level and to achieve credits for graduation. Georgia requires all ninth, tenth, eleventh, and twelfth graders to take an end-of-course test after completing class time for academic core subjects. The student's final grade in the end-of-course test course will be calculated using the course grade as 85% and the end-of-course test score as 15%. The student must have a final course grade of 70 or above to pass the course and to earn credit toward graduation. Students in Georgia are required to take the Georgia High School Graduation Test. The tests consist of five parts, writing, math, science, social studies and language arts. Students must make a minimum score of 500 which indicates the student was proficient in mastering the objectives for that particular section of the test. Not all students finish high school in four years due to obstacles that occur. Tutorial sessions are provided for those that wish to participate. High schools may offer study skills classes for students that need extra help in focusing their attention on academic courses. Study skill courses provide the student with techniques that he or she may find useful in organizing thoughts and procedures that direct the student towards success.

Science Study Aids 4: Plant Pigments - Studies in Color Changes.

ERIC Educational Resources Information Center

McConnell, Bill; McCready, R. M.

This publication is the fourth of a series of seven supplementary investigative materials for use in secondary science classes providing up-to-date research-related investigations. This unit is structured for grades 9 through 12. It deals with physical factors that affect color changes in plant foods during processing and in the preparation of…

The Scientific Method and Scientific Inquiry: Tensions in Teaching and Learning

ERIC Educational Resources Information Center

Tang, Xiaowei; Coffey, Janet E.; Elby, Andy; Levin, Daniel M.

2010-01-01

Typically, the scientific method in science classrooms takes the form of discrete, ordered steps meant to guide students' inquiry. In this paper, we examine how focusing on the scientific method as discrete steps affects students' inquiry and teachers' perceptions thereof. To do so, we study a ninth-grade environmental science class in which…

Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement

ERIC Educational Resources Information Center

McDaniel, Mark A.; Agarwal, Pooja K.; Huelser, Barbie J.; McDermott, Kathleen B.; Roediger, Henry L., III

2011-01-01

Typically, teachers use tests to evaluate students' knowledge acquisition. In a novel experimental study, we examined whether low-stakes testing ("quizzing") can be used to foster students' learning of course content in 8th grade science classes. Students received multiple-choice quizzes (with feedback); in the quizzes, some target…

Getting Third Graders to Put on Their Science "Thinking Caps"

ERIC Educational Resources Information Center

Raje, Sonali; Bartleson, Elizabeth

2013-01-01

This article describes how a third grade class (ages 8-9) conducted a temperature-related science experiment. The goal of the experiment was to build on the following question: What would happen if you took three different thermometers, all reading the same temperature, wrapped them in three different socks, one woollen, one silk, and one cotton,…

Sex, Grade-Level and Stream Differences in Learning Environment and Attitudes to Science in Singapore Primary Schools

ERIC Educational Resources Information Center

Peer, Jarina; Fraser, Barry J.

2015-01-01

Learning environment research provides a well-established approach for describing and understanding what goes on in classrooms and has attracted considerable interest in Singapore. This article reports the first study of science classroom environments in Singapore primary schools. Ten scales from the What Is Happening In this Class?,…

Exercise, Nutrition and You: An Off-Campus Course for Grades 2?12

ERIC Educational Resources Information Center

Snyder, Ann C.; Mauzy-Melitz, Debra K.

2005-01-01

Since interest in science classes has declined recently and obesity, especially in youth, continues to increase, an exercise physiology-based course was taught in public parks to promote active-learning science and healthy living. The course emphasized and integrated exercise, nutrition, and health during a 3-h session. Following an introduction,…

Learning in the Middle School Earth Science Classroom: Students Conceptually Integrate New Knowledge Using Intelligent Laserdiscs.

ERIC Educational Resources Information Center

Freitag, Patricia K.; Abegg, Gerald L.

A study was designed to describe how middle school students select, link, and determine relationships between textual and visual information. Fourteen authoring groups were formed from both eighth-grade earth science classes of one veteran teacher in one school. Each group was challenged to produce an informative interactive laservideodisc project…

How Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistry

ERIC Educational Resources Information Center

Kingir, Sevgi; Geban, Omer; Gunel, Murat

2012-01-01

This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…

How to Use the Science of Snow to Engage Middle School Students in an Interdisciplinary Experience

ERIC Educational Resources Information Center

Lange, Catherine; Huff, Kenneth L.; Silverman, Scott; Wallace, Karen

2012-01-01

In this interdisciplinary and field-based activity, grade 5 to 9 students engage in a comprehensive scientific study of snow. Through a series of in-class and out-of-class structured interdisciplinary and team-teaching lesson progressions, students will collect data to be able to analyze and apply knowledge about weather, the physical properties…

Firefly, Firefly: First Grade Students Learn, Talk, and Write about Light

ERIC Educational Resources Information Center

Mesa, Jennifer; Sorensen, Kirsten

2016-01-01

Inspired by a song to be sung by her daughter's first-grade class in an upcoming musical, a parent volunteer teacher used fireflies as the focus of a science lesson to build on the children's interest and experiences. She developed a 5E lesson (Bybee et al. 2006) using the backwards-design approach (Wiggins and McTighe 2005) to ensure meaningful…

Growth: How Much is Too Much? Teacher's Guide. Science Module (9th-10th Grade Biology).

ERIC Educational Resources Information Center

Georgia Univ., Athens. Coll. of Education.

This is a teacher's guide for a learning module designed to integrate environmental education into ninth- and tenth-grade chemistry classes. This module and a companion social studies module were pilot tested in Gwinnett County, Georgia in 1975-76. The module is divided into four parts. Part one provides a broad overview of unit content and…

Growth: How Much is Too Much? Student Book. Science Module (9th-10th Grade Biology). Revised Edition.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Coll. of Education.

This learning module is designed to integrate environmental education into ninth- and tenth-grade chemistry classes. This module and a companion social studies module were pilot tested in Gwinnett County, Georgia in 1975-76. The module is divided into four parts. Part one provides a broad overview of unit content and proposes questions to…

Introducing Children to Space, the Lincoln Plan. A Space Handbook for Teachers Grades K through 6.

ERIC Educational Resources Information Center

Watkins, Steven N.

This handbook for space science was developed for use by elementary school teachers of grades K-6. The instructional plan of this guide presents activities for students of various maturity levels--five through eleven years. Teachers are encouraged to use the materials to meet the needs of individuals in the class. Most of the activities included…

A Teacher's Guide to the Energy 80 Student Booklet for the 1981-82 School Year.

ERIC Educational Resources Information Center

Lord, John, Ed.

This teaching guide was developed for use with Energy 80 program student booklets. Although the program was designed for junior high/middle school students in science/social studies classes, it is indicated that the materials are suitable for use at higher grades and, to a lesser extent, in upper elementary grades. The first 80 pages of the guide…

Development of Integrated Natural Science Teaching Materials Webbed Type with Applying Discourse Analysis on Students Grade VIII in Physics Class

NASA Astrophysics Data System (ADS)

Sukariasih, Luh

2017-05-01

This study aims to produce teaching materials integrated natural science (IPA) webbed type of handout types are eligible for use in integrated science teaching. This type of research IS a kind of research and development / Research and Development (R & D) with reference to the 4D development model that is (define, design, develop, and disseminate). Data analysis techniques used to process data from the results of the assessment by the validator expert, and the results of the assessment by teachers and learners while testing is limited (12 students of class VIII SMPN 10 Kendari) using quantitative descriptive data analysis techniques disclosed in the distribution of scores on the scale of five categories grading scale that has been determined. The results of due diligence material gain votes validator material in the category of “very good” and “good”, of the data generated in the feasibility test presentation obtained the category of “good” and “excellent”, from the data generated in the feasibility of graphic test obtained the category of “very good “and” good “, as well as of the data generated in the test the feasibility of using words and language obtained the category of“very good “and” good “, so with qualifications gained the teaching materials IPA integrated type webbed by applying discourse analysis on the theme of energy and food for Junior High School (SMP) grade VIII suitable as teaching materials. In limited testing, data generated in response to a science teacher at SMPN 10 Kendari to product instructional materials as “excellent”, and from the data generated while testing is limited by the 12 students of class VIII SMPN 10 Kendari are more students who score indicates category “very good”, so that the qualification obtained by the natural science (IPA) teaching material integrated type webbed by applying discourse analysis on the theme of energy and food for SMP / class VIII fit for use as teaching material.

A study of the relationships between "highly qualified" status, instructional practices, and students' science achievement in three high poverty Louisiana school systems

NASA Astrophysics Data System (ADS)

Clayton, Michelle

Using a mixed methods research design, the author examined the relationships between "highly qualified" status, instructional practices, and students' science achievement for six third grade teachers in three high poverty Louisiana school systems. The study analyzed qualitative and quantitative data for three science classes taught by "highly qualified" teachers and three science classes taught by "non-highly qualified" teachers. The qualitative portion of the study was conducted through classroom observations, teacher interviews, and lesson plan reviews. The qualitative data was coded and triangulated to determine whether the instructional practices of each teacher were more "teacher-centered" or "student-centered." The qualitative data analysis indicated various patterns and consistencies in the instructional practices used by the "highly qualified" and "non-highly qualified" teachers selected for this study. The quantitative portion of the study involved analysis of the students' science achievement data for the six third grade science teachers selected for the study. Science achievement was measured by the third grade Integrated Louisiana Education Assessment Program (iLEAP) scores. A two-way ANOVA indicated that there were statistically significant differences in the mean scores of the three high poverty Louisiana school systems as well as the students taught by "highly qualified" and "non-highly qualified" teachers and the interactions between the two: F(2, 123) = 46.99, p < 0.01; F(1, 123) = 4.54, p = 0.035; F(2, 123) = 3.73, p = 0.027. A separate one-way ANOVA indicated that statistically significant differences existed between the six participating teachers in the study: F (5, 123) = 20.386, p < 0.01). Tukey's HSD post-hoc tests and homogeneous subset analyses were conducted in order to determine which teachers' scores significantly differed from each other.

Do You and Your Class Dare Visit the Real World?

ERIC Educational Resources Information Center

Rossman, Michael

1982-01-01

A science teacher relates his feelings as he discussed modern warfare with his sixth-grade students. The students' reactions to moral questions and issues behind civil defense procedures and radioactivity are also discussed. (FG)

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 extension of the pedagogical model used in teaching for aesthetic understanding is discussed.

Alternative scheduling models and their effect on science achievement at the high school level

NASA Astrophysics Data System (ADS)

Dostal, Jay Roland

This study will evaluate alternative scheduling methods implemented in secondary level schools. Students were selected based on parent selection of programs. Traditional scheduling involves numerous academic subjects with small increments of time in each class and block scheduling focuses on fewer academic subjects and more instructional time. This study will compare office referral numbers, absence frequency, and Essential Learner Outcome (ELO) science strand scores in the 8th-grade (pretest) to the same students office referrals, absence frequency, and ELO science strand scores in the 11th-grade (posttest) between Seven Period Traditional Scheduling (SPTS) and Four Period Block Scheduling (FPBS) in the hopes that no matter what schedule students are a part of, the achievement results will be similar. (Study participants had completed both grade level ELO assessments and were continuously enrolled in one high school through their junior year.

Undergraduate GPAs, MCAT scores, and academic performance the first 2 years in podiatric medical school at Des Moines University.

PubMed

Yoho, Robert M; Antonopoulos, Kosta; Vardaxis, Vassilios

2012-01-01

This study was performed to determine the relationship between undergraduate academic performance and total Medical College Admission Test score and academic performance in the podiatric medical program at Des Moines University. The allopathic and osteopathic medical professions have published educational research examining this relationship. To our knowledge, no such educational research has been published for podiatric medical education. The undergraduate cumulative and science grade point averages and total Medical College Admission Test scores of four podiatric medical classes (2007-2010, N = 169) were compared with their academic performance in the first 2 years of podiatric medical school using pairwise Pearson product moment correlations and multiple regression analysis. Significant low to moderate positive correlations were identified between undergraduate cumulative and science grade point averages and student academic performance in years 1 and 2 of podiatric medical school for each of the four classes (except one) and the pooled data. There was no significant correlation between Medical College Admission Test score and academic performance in years 1 and 2 (except one) and the pooled data. These results identify undergraduate cumulative grade point average as the strongest cognitive admissions variable in predicting academic performance in the podiatric medicine program at Des Moines University, followed by undergraduate science grade point average. These results also suggest limitations of the total Medical College Admission Test score in predicting academic performance. Information from this study can be used in the admissions process and to monitor student progress.

Effects of notetaking instruction on 3rd grade student's science learning and notetaking behavior

NASA Astrophysics Data System (ADS)

Lee, Pai-Lin

The research examined effects of notetaking instruction on elementary-aged students' ability to recall science information and notetaking behavior. Classes of 3rd grade students were randomly assigned to three treatment conditions, strategic notetaking, partial strategic notetaking, and control, for 4 training sessions. The effects of the notetaking instruction were measured by their performances on a test on science information taught during the training, a long-term free recall of the information, and number of information units recalled with or without cues. Students' prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect on cued and non-cued recall of the information units in favor of the strategy instruction groups. Students with higher prior achievement in science performed better on cued recall and long-term free recall of information. The results suggest that students as young as at the third grade can be instructed to develop the ability of notetaking that promotes their learning.

Developing Online Oceanography at UCSB

NASA Astrophysics Data System (ADS)

Prothero, W. A.; Dodson, H.

2001-12-01

Oceanography at UCSB is an introductory general education science course taken by up to 200 students per quarter. The emphasis is on learning science process by engaging in authentic science activities that use real earth data. Recently, to increase student motivation, the course has been modified to include an Earth Summit framework. The online support being developed for this course is the first step in the creation of a completely online oceanography class. Foundation software was first tested in the class during Spring 2001. Online activities that are supported are writing and instructor feedback, online threaded discussion with live chat and graphics, automatically graded homeworks and games, auto graded quizzes with questions randomly selected from a database, and thought problems graded by the instructor(s). Future plans include integration with commercial course management software. To allow choice of assignments, all course activities totaled110%. Since grades were based on A=90-100, B=80-90, C= 70-80, etc, it was possible to get a better than A grade. Students see the effect (on their grade) of each assignment by calculating their current course grade. Course activities included (most of which are automatically graded): weekly lab homeworks, weekly mini-quizzes (10 multiple choice questions selected at random from a topic database), weekly thought questions (graded by the TA), 3 written assignments, and "Question of the Day" from lecture (credit given for handing it in), The online writing software allowed students to enter their writing, edit and link to graphic images, print the paper, and electronically hand it in. This has the enormous advantage of allowing the instructor and TA's convenient access to all student papers. At the end of the course, students were asked how effective each of the course activities were in learning the course material. On a five point scale, ranging from highest contribution to lowest, the percentage of students giving ratings of 4 or 5 (highest) were: lectures: 27%, labs: 70%, earth summit activities: 57%, weekly thought questions: 36%, Questions of the day: 34%, weekly quizzes: 51%, weekly homeworks: 48%, writing assignments: 68%. Course difficulty responses were symmetrically peaked at a rating of 3, indicating that the course was taught at the right level. 64% of the students responded with 4 or 5 level to "I worked very hard in this class." Join the DLESE "Oceanography" interest group (www.dlese.org) to discuss and help develop oceanography course materials. >http://oceanography.geol.ucsb.edu/Support/CourseWare/Index.html

Large-Scale Survey of Chinese Precollege Students' Epistemological Beliefs about Physics: A Progression or a Regression?

ERIC Educational Resources Information Center

Zhang, Ping; Ding, Lin

2013-01-01

This paper reports a cross-grade comparative study of Chinese precollege students' epistemological beliefs about physics by using the Colorado Learning Attitudes Survey about Sciences (CLASS). Our students of interest are middle and high schoolers taking traditional lecture-based physics as a mandatory science course each year from the 8th grade…

Do Pretests Increase Student Achievement as Measured by Posttests?

ERIC Educational Resources Information Center

Bancroft, Roger J.

This report describes a study of the effects of using pretests in science classes on chapter test achievement results. The targeted population consisted of eighth grade science students at a junior high school from 1992 to 2001. Whether giving a pretest followed by a posttest at the end of the chapter, or giving only the test at chapter end…

The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in Science Course

ERIC Educational Resources Information Center

Abdi, Ali

2014-01-01

The purpose of this study was to investigate the effects of inquiry-based learning method on students' academic achievement in sciences lesson. A total of 40 fifth grade students from two different classes were involved in the study. They were selected through purposive sampling method. The group which was assigned as experimental group was…

The Effect of Teaching Strategy Based on Multiple Intelligences on Students' Academic Achievement in Science Course

ERIC Educational Resources Information Center

Abdi, Ali; Laei, Susan; Ahmadyan, Hamze

2013-01-01

The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students' academic achievement in sciences course. Totally 40 students from two different classes (Experimental N = 20 and Control N = 20) participated in the study. They were in the fifth grade of elementary school and were selected…

The Role of Cognitive Organizers in the Facilitation of Concept Learning in Elementary School Science.

ERIC Educational Resources Information Center

Schulz, Richard William

Studied was the effect of advance organizers, as defined by Ausubel, on the learning of concepts in science. Sixth grade classes studied two sequences of major concept-centered learning tasks developed by the investigator. The first had 12 lessons about energy forms and transformations; the second had five about photosynthesis and respiration as…

"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…

Connecting Children Internationally for Science Instruction: Using the Internet to Support Learning about Lunar Phases

ERIC Educational Resources Information Center

Smith, Walter S.; Cheon, Jongpil; Jabri, Faiza; Reynolds, Stephen; Zebedi, Amira

2012-01-01

This study investigated the effect on children's science understanding of Internet-based instruction in which children from around the world in grades 4 to 8 observed the Moon for several weeks and then shared their lunar data internationally to find global patterns in the Moon's behavior. Students in two American and one Australian class took the…

Investigating Safely: A Guide for High School Teachers

ERIC Educational Resources Information Center

Texley, Juliana; Kwan, Terry; Summers, John

2004-01-01

Just as high school science is more complex than it is at lower grade levels, so are the safety issues teachers face in their classes and labs. Reduce the risks to people and place with Investigating Safely, the third and most advanced and detailed volume in NSTA's unique series of safety guidebooks for science teachers. Some of the guides 11…

Examining Natural Selection by Sketching and Making Models of the Finches of the Galapagos Islands

ERIC Educational Resources Information Center

Pittman, Phoebe J. Z.; Teske, Jolene K.

2017-01-01

This practical lesson describes how students in six eighth grade science classes participated in a lesson combining the National Core Arts Standards with the Next Generation Science Standards. The goal of the lesson was to provide visual representations of finch beak form and function so students could better understand genetic variation and how…

The Temporality of Participation in School Science: Coordination of Teacher Control and the Pace of Students' Participation

ERIC Educational Resources Information Center

Rocksén, Miranda

2017-01-01

This study investigates classroom organisation and interaction focusing on phases of activity. The detailed in-depth case study is based on video recordings of 1 science unit consisting of 11 lessons about biological evolution in a Swedish ninth-grade class (aged 15). The study illuminates the temporality of student participation as a fundamental…

An Insight into a School's Readiness to Implement a CAPS Related Indigenous Knowledge Curriculum for Meteorological Sciences

ERIC Educational Resources Information Center

Riffel, Alvin Daniel

2015-01-01

This paper looks at those aspects of Indigenous Knowledge (IK) that are socially and culturally relevant in South Africa for teaching meteorological science concepts in a grade 9 geography class room using dialogical argumentation as an instructional model (DAIM). Focusing on the Western Cape Province, and using a quasi-experimental research…

Mars Colony: Using Role-Play as a Pedagogical Approach to Teaching Science

ERIC Educational Resources Information Center

Dolenc, Nathan; Wood, Aja; Soldan, Katie; Tai, Robert H.

2016-01-01

In this article, the authors discuss role-play as a pedagogical strategy to engage kindergarten and first-grade students in science and engineering. They present a five-part Mars colony lesson that they developed for a blended class, during which students role-play a space-exploration story that enables them to gain a firsthand perspective of what…

Streaking into Middle School Science: The Dell Streak Pilot Project

ERIC Educational Resources Information Center

Austin, Susan Eudy

2012-01-01

A case study is conducted implementing the Dell Streak seven-inch android device into eighth grade science classes of one teacher in a rural middle school in the Piedmont region of North Carolina. The purpose of the study is to determine if the use of the Dell Streaks would increase student achievement on standardized subject testing, if the…

The Cassette Tape Recorder Means Versus Written and Symbolic Means of Providing Feedback of a Student's Performance on Secondary School Science Laboratory Exercises.

ERIC Educational Resources Information Center

Tauber, Robert T.; Fowler, H. Seymour

Reported is a study of the relationship between student's performance scores and teacher's means of providing evaluative feedback. The sample included 12 classes of 224 students from the tenth through the twelfth grades. The classes included the disciplines of biology, chemistry, and physics including regular, advanced, traditional, PSSC, and…

Integrated Curriculum in a Tiny Texas Garden.

ERIC Educational Resources Information Center

Monk, Sarah K.

1995-01-01

Describes how a first-grade class in East Texas learned to garden in a project that allows children to plant seeds and watch their plants mature while developing skills in mathematics, science, reading and writing, and interpreting a calendar. (SW)

Taking Science Dialogue by Storm.

ERIC Educational Resources Information Center

Leonard, Jacqueline

2002-01-01

Focuses on how one teacher examined classroom discourse through a unit on tornadoes and natural catastrophes. Defines various types of discourse and discusses how discourse in a 6th grade class was analyzed. Details some of the activities that engaged students. (DDR)

A Walk on the Wild Side: Adventures with Project Learning Tree. A Gifted Science Unit for Grades 1-5.

ERIC Educational Resources Information Center

Hestad, Marsha; Avellone, Kathy

This 9-week curriculum unit on trees is designed for gifted students in grades 1-5. The lessons are designed for 40-minute classes meeting two or three times a week and stress the development of creative thinking skills, creative problem solving and decision making skills, and critical and logical thinking skills. Each of the 12 lesson plans…

Geological applications and training in remote sensing

NASA Technical Reports Server (NTRS)

Sabins, F. F., Jr.

1981-01-01

Some of the experiences, methods, and opinions developed during 15 years of teaching an introductory course in remote sensing at several universities in the Southern California area are related. Although the course is offered in Geology departments, every class includes significant numbers of students from other disciplines including geography, computer science, biology, and environmental science. The instructor or teaching assistant provides a few hours of tutorial lectures (outside of regular class time) on basic geology for these nongeologists. This approach is successful because the grade distribution for nongeologists is similar to that for geologists. The schedule for a typical one-semester course is given.

Beams-becoming enthusiastic about math and science - A Department of Energy research laboratory/school district partnership program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Strozak, K.; Gagnon, S.

1994-12-31

BEAMS immerses fifth and sixth grade classes in CEBAF`s environment for a week of school. By exposing students and teachers to science`s excitement, challenges, and opportunities, BEAMS motivates students, enhances teachers, and involves parents, with the goal of improving scientific literacy and work force readiness. CEBAF and its school partners are extending BEAMS into a multi-year program, integrating educational partnerships active in the region. The planned focus emphasizes grades four through ten. A long-term evaluation model, incorporating measures of students attitudes, achievement, and academic course choices is being implemented. Three years of data on student attitudinal changes, referenced against controls,more » have been analyzed.« less

Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

PubMed Central

Stanger-Hall, Kathrin F.

2012-01-01

Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I used two sections of an introductory biology class. One section was assessed with exams in the traditional MC format, the other section was assessed with both MC and constructed-response (CR) questions. The mixed exam format was correlated with significantly more cognitively active study behaviors and a significantly better performance on the cumulative final exam (after accounting for grade point average and gender). There was also less gender-bias in the CR answers. This suggests that the MC-only exam format indeed hinders critical thinking in introductory science classes. Introducing CR questions encouraged students to learn more and to be better critical thinkers and reduced gender bias. However, student resistance increased as students adjusted their perceptions of their own critical-thinking abilities. PMID:22949426

Closing achievement gaps with a utility-value intervention: Disentangling race and social class.

PubMed

Harackiewicz, Judith M; Canning, Elizabeth A; Tibbetts, Yoi; Priniski, Stacy J; Hyde, Janet S

2016-11-01

Many college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the 2 may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over 4 semesters of an introductory biology course (N = 1,040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to continuing generation (CG)-Majority students, was large in the control condition, .84 grade points (d = .98), and the treatment effect for FG-URM students was .51 grade points (d = 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of intersectionality in examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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.

Collaborative Science Work in the Elementary Classroom

NASA Astrophysics Data System (ADS)

Kersey, Denise A.

Not all students with disabilities receive special education accommodations in science class. Without special education support, students with disabilities are unable to comprehend and apply science concepts. Implementing a co-teaching model could be a remedy for this lack of supports. Framed by constructivist theory, this study sought to determine if there was a difference in science assessment scores between students in a co-taught science class and those in a regular education science class. Following a pretest-posttest control group design, this study examined the relation between two teaching models and achievement in science. Using a convenience sample of 84 students drawn from a population of 144 fourth grade special education students in a public school district located in the Southeastern United States, analysis of variance was used to compare the mean growth of the two groups. The data revealed no statistically significant difference in mean gain scores between the two groups. Additional studies using a larger sample and longer trial are needed. Implications for social change include understanding instructional strategies that allow educators to differentiate for diverse learners in mainstreamed classrooms as well as removing barriers for underrepresented groups, thereby allowing equal access to science related professions.

Radiation and Health: A Workshop for Science Educators

NASA Astrophysics Data System (ADS)

Krieger, Kenneth

2010-03-01

This workshop covers nuclear science and technology topics suitable for science teachers to use in grade 4-12 classes. Subjects included are Fundamentals of Radiation, Exposure to natural and man- made Radiation, Cellular Biology and Radiation Effects, Radioactive Waste Management, Health Physics and Radiation Physics, and Career possibilities in Nuclear Technology. Schools of participants will receive a working Geiger Counter. Workshop presenter is a TEA-approved CPE Provider. Limited to 20 participants - 3 hours - Cost 2.00

Impact of the 3-D model strategy on science learning of the solar system

NASA Astrophysics Data System (ADS)

Alharbi, Mohammed

The purpose of this mixed method study, quantitative and descriptive, was to determine whether the first-middle grade (seventh grade) students at Saudi schools are able to learn and use the Autodesk Maya software to interact and create their own 3-D models and animations and whether their use of the software influences their study habits and their understanding of the school subject matter. The study revealed that there is value to the science students regarding the use of 3-D software to create 3-D models to complete science assignments. Also, this study aimed to address the middle-school students' ability to learn 3-D software in art class, and then ultimately use it in their science class. The success of this study may open the way to consider the impact of 3-D modeling on other school subjects, such as mathematics, art, and geography. When the students start using graphic design, including 3-D software, at a young age, they tend to develop personal creativity and skills. The success of this study, if applied in schools, will provide the community with skillful young designers and increase awareness of graphic design and the new 3-D technology. Experimental method was used to answer the quantitative research question, are there significant differences applying the learning method using 3-D models (no 3-D, premade 3-D, and create 3-D) in a science class being taught about the solar system and its impact on the students' science achievement scores? Descriptive method was used to answer the qualitative research questions that are about the difficulty of learning and using Autodesk Maya software, time that students take to use the basic levels of Polygon and Animation parts of the Autodesk Maya software, and level of students' work quality.

An Analysis of Online Students' Behaviors on Course Sites and the Effect on Learning Performance: A Case Study of Four LIS Online Classes

ERIC Educational Resources Information Center

Zhang, Xiangmin

2016-01-01

This research investigated the relationship between online students' behaviors in a learning management system and their learning performance, as measured by their final grades. Four online information technology classes in a major U.S. library and information science program were studied. The course sites' log data, as well as the students' final…

The Impact of Achievement Goals on the Help-Seeking Attitudes, Perceptions, and Behaviors of Middle-School Science Students Participating in Inquiry-Based Education

ERIC Educational Resources Information Center

Schmidt, Kimi Lynn

2010-01-01

The purpose of this study was to investigate how mastery-oriented inquiry-based education influences the help-seeking attitudes, perceptions, and behaviors of middle-school students after participating in a 5-week intervention program. Four eighth-grade science classes consisting of 123 students in one middle-school in the San Francisco Bay…

Instructional Approaches on Science Performance, Attitude and Inquiry Ability in a Computer-Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Chen, Ching-Huei; Chen, Chia-Ying

2012-01-01

This study examined the effects of an inquiry-based learning (IBL) approach compared to that of a problem-based learning (PBL) approach on learner performance, attitude toward science and inquiry ability. Ninety-six students from three 7th-grade classes at a public school were randomly assigned to two experimental groups and one control group. All…

The Implementation of a Geospatial Information Technology (GIT)-Supported Land Use Change Curriculum with Urban Middle School Learners to Promote Spatial Thinking

ERIC Educational Resources Information Center

Bodzin, Alec M.

2011-01-01

This study investigated whether a geospatial information technology (GIT)-supported science curriculum helped students in an urban middle school understand land use change (LUC) concepts and enhanced their spatial thinking. Five 8th grade earth and space science classes in an urban middle school consisting of three different ability level tracks…

Issues in Implementing a Structured Problem-Based Learning Strategy in a Volcano Unit: A Case Study

ERIC Educational Resources Information Center

Lee, Hyunju; Bae, Sungah

2008-01-01

The purpose of this study was to understand how an 8th grade science class used a structured problem-based learning (PBL) strategy to study volcanoes and to discuss some of the issues that science teachers might encounter when designing and implementing the PBL strategy. This study took place at Collins Middle School, which is located in a…

Blue Sky Below My Feet. Adventures in Space Technology, Forces, Fibers, Foods. 4-H Leader/Teacher Handbook.

ERIC Educational Resources Information Center

Manholt, Donna; And Others

This teaching guide for 4th through 6th grade classes integrates science, language arts, and math concepts into ready-to-use space and space technology lessons. Significant learning outcomes for this curriculum are linked to Ohio's educational objectives for science in an at-a-glance curriculum matrix. A summary of the significant 4-H life skills…

Effects of a Girls-Only Curriculum during Adolescence: Performance, Persistence, and Engagement in Mathematics and Science

ERIC Educational Resources Information Center

Shapka, Jennifer D.; Keating, Daniel P.

2003-01-01

This article investigates the benefits of girls-only classroom instruction in math and science during Grades 9 and 10, in the context of a public coeducational high school. It is based on a longitudinal investigation with 786 participants: 85 girls in all-girl classes, and 319 girls and 382 boys in a regular coeducational program. Preexisting…

Water Watchers: Water Conservation Curriculum for Junior High School Science and Social Studies Classes.

ERIC Educational Resources Information Center

Massachusetts State Water Resources Authority, Boston.

Water is precious. It is also easy to take for granted. Many people recognize that water is scarce in desert areas, but it is harder to realize that places like Massachusetts could face a shortage of pure drinking water. This guide is designed for seventh and eighth grade science and social studies teacher. The lessons require 5 to 10 class…

The Effects of Verbal Reward on the Behavior of Children in the Primary Grades at a Cognitive Task Typical of the New Elementary Science Curricula.

ERIC Educational Resources Information Center

Lawlor, Francis Xavier

The subjects used in this study were 202 second grade pupils, representing the entire population from nine classrooms in four school buildings all located in a middle-class town. Treatment conditions were used which modeled reward conditions: (1) a neutral, no-overt-reward condition in which the tester quietly observed the subject working at the…

Gender, mathematics, reading comprehension and science reasoning as predictors of science achievement among African-American students at a historical black college or university

NASA Astrophysics Data System (ADS)

Davis, Consuella Artiemese

This study investigated predictors that influence the science achievement of African-American non-science majors in a Physical Science class. The population consisted of male and female college students enrolled in Physical Science courses at a historical black college or university (HBCU) located in the southeastern portion of the United States. A personal data information sheet was administered to 120 participants during the Fall of 2008. The personal data information sheet consisted of questions pertaining to the high school courses, students took in math, language arts and science. It also consisted of basic background information. Students also gave written consent for their midterm and final grades earned in Physical Science to be used in the study as part of the analyses. A t-Test including chi-square tests revealed that there was not a significant difference in the raw scores of African-American females and African American males on the American College Test. A significant difference was not observed between the females and males on the ACT math subtest, t (118) = -.78, p = .43; reading comprehension subtest, t (118) = -1.44, .15 or on the science reasoning subtest, t (118) = -1.46, p = .15. A significant difference was not found between the final grades of African American females and the final grades of African American males. Chi-square tests were conducted to determine goodness of fit, X2 = 6.11, df = 1, p = .191. Although the grades of females were higher than males, results were not significant. The correlation between math ACT and final grades were not significant, r = .131, N = 120, p = .155, reading comprehension ACT and final grades were not significant, r = .072, N = 120, p = .434 and science reasoning ACT and final grades were found not to be significant, r = .109, N = 120, p = .237. Being that the majority of students who participated in the study were from one state, had similar high school backgrounds, had similar majors and were similar in age the sample had more homogeneity than difference. This may be the most plausible explanation for the results found in this study.

Young Children's Thinking About Decomposition: Early Modeling Entrees to Complex Ideas in Science

NASA Astrophysics Data System (ADS)

Ero-Tolliver, Isi; Lucas, Deborah; Schauble, Leona

2013-10-01

This study was part of a multi-year project on the development of elementary students' modeling approaches to understanding the life sciences. Twenty-three first grade students conducted a series of coordinated observations and investigations on decomposition, a topic that is rarely addressed in the early grades. The instruction included in-class observations of different types of soil and soil profiling, visits to the school's compost bin, structured observations of decaying organic matter of various kinds, study of organisms that live in the soil, and models of environmental conditions that affect rates of decomposition. Both before and after instruction, students completed a written performance assessment that asked them to reason about the process of decomposition. Additional information was gathered through one-on-one interviews with six focus students who represented variability of performance across the class. During instruction, researchers collected video of classroom activity, student science journal entries, and charts and illustrations produced by the teacher. After instruction, the first-grade students showed a more nuanced understanding of the composition and variability of soils, the role of visible organisms in decomposition, and environmental factors that influence rates of decomposition. Through a variety of representational devices, including drawings, narrative records, and physical models, students came to regard decomposition as a process, rather than simply as an end state that does not require explanation.

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

NASA Astrophysics Data System (ADS)

Nowicki, Barbara L.; Sullivan-Watts, Barbara; Shim, Minsuk K.; Young, Betty; Pockalny, Robert

2013-06-01

Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.

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

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Education, Harrisburg.

Described are about two dozen laboratory experiments, demonstrations and class discussions intended to supplement secondary school biology curricula with energy-related learning activities. Concepts examined in these materials include photosynthesis, energy from biomass, feeding relationships, pyrolysis, and respiration. Lessons contain notes to…

Eclipse '17 at Indiana University Bloomington

NASA Astrophysics Data System (ADS)

Desai, Karna Mahadev; Pilachowski, Catherine A.

2017-01-01

August 21, 2017, is the first day of fall classes at Indiana University Bloomington. On campus, we will host viewing stations to assist students, faculty, and community members to watch the eclipse safely. The Kirkwood Observatory solar telescope will provide an online view of the event. Science teachers of Indiana will be surveyed to understand their needs to be prepared for the first week of classes. Working this spring with K12 educators and other local organizations involved in science outreach, we will help to prepare Indiana classrooms to take advantage of the August event to meet the goals of Indiana’s state science standards with eclipse-related activities at all grade levels. These activities are aimed at increasing the scientific literacy in rural Indiana.

Incorporating climate change and technology into the science classroom: Lessons from my year as a GK-12 Fellow

NASA Astrophysics Data System (ADS)

Abramoff, R. Z.

2012-12-01

Climate change is not included in the K-8 science standards in Massachusetts; as a result, students learn what climate is, but not how human activities affect it. Starting in 2010, Boston University launched the GK-12 GLACIER program, funded with 2.9M from the National Science Foundation. The purpose of the program is to incorporate the fundamentals of climate change into the K-12 curriculum, focusing on grades 5-8 when quantitative science enters the curriculum. Graduate students are partnered with teachers in Boston public schools for 10 hours a week of teaching with additional curriculum development. I will focus on the curriculum that I developed as a part of this program for the 5th grade science class at The Curley School in Jamaica Plain, MA, where I worked with Grades 3-5, ESL, and PACE autism program science teacher, Stephanie Selznick. The Curley School is an ethnically and economically diverse Boston public school with about 800 students and an 83% minority population. At the Curley, I taught two full days a week, meeting with all of the 5th grade classes and some of the 4th grade classes of all academic levels. The lessons that I created were designed to fit into the state standards and enrich student understanding plant ecology and earth science, as well as develop their capacity to design experiments and use technology. These include Question of the Day, Digital Field Guide to the Outdoor Classroom, Phototropism, Solar System Weather Report, Soil and Water, Local Landforms, and the Earth as a Closed System Unit for which materials and lesson plans are available on my website. Our secondary goals were to improve tech literacy at Curley. Due to funding restrictions, there were few technology resources available to the students at the beginning of the 2011/2012 school year. To improve technology resources at Curley, I organized a fundraiser at Boston University, selling donated items from graduate students and faculty; the 1000 raised was used to supply the science class. Armed with a projector, donated and refurbished computers, and occasional use of the Smartboard, we developed curriculum using interactive powerpoints, and lessons involving graduate student research and guest speakers, geolocation, online research and word processing. Most lessons began with a question about climate or geophysical properties. This was followed by a hands-on experiment, demonstration, independent research, or opportunity to design and execute an experiment using given materials. The synthesis portion of the lesson incorporated technology to either type up a report to be posted online, gather elements for a poster or presentation, or complete an interactive quiz. By the end of the year students became proficient with word processing, internet research, and Smartboard use. Pre- and post-tests found a significant improvement in student knowledge about climate change and climate-related issues. Preparing students to address next generation challenges does not stop at teaching students about climate change; rather, we need to teach them the skills they need to succeed in a scientific or policy-oriented field. For most students, especially at this school, accepting the reality of climate change requires personal experience, research, and a confidence in the scientific process that only comes from practicing it directly.

Exploring the Planets: A Mathematical Journey

NASA Astrophysics Data System (ADS)

Campbell, M. B.; Johnson, C. L.

2002-12-01

We have developed a series of lessons, designed to teach and reinforce mathematics through lessons about Earth and the bodies that most resemble it in the solar system: Mars, Venus, and the Moon. All lessons are based on California mathematics standards and also cover some Earth science content standards. The overall goal is to achieve cross-curricular learning objectives by showing how math and science work together. While the lessons are designed for a 7th grade math class, they could easily be adapted for a science class, or even modified for different grade levels. The lessons are designed to make recent discoveries in planetary science accessible to students in under-resourced schools. The set of five lessons makes up one unit to be taught consecutively. All the lessons are designed for the alternate day 1 hr and 50 min block scheduling, however the activities could be divided up over two days to accommodate a traditional schedule. There are a total of five lessons, plus a unit test and alternative assessment activities to be given on the sixth day of the unit. In a normal block schedule, the unit should take three weeks. The lessons are available on the web at http://mahi.ucsd.edu/johnson/mathjourney. Each lesson plan comprises the lesson objectives (along with the relevant California 7th grade mathematics standards), a warm-up activity, a vocabulary list (containing words that may be unfamiliar to students, especially those who are learning English), materials required for the class, the lesson structure plus sample dialogue, and in-class and homework activities and worksheets. The in-class activities and worksheets give students the opportunity to master concepts, and can also be useful as a formative assessment tool for the teacher. The mid-unit quiz, final test, and final project can be used as summative assessments. The lessons will be tested this fall by the first author at Davis Middle School, Compton, CA. They will also be disseminated among Teach For America corps members to enable a broader impact in a range of urban and rural under-resourced schools. We have also been using the capabilities of the Scripps Institution of Oceanography Visualization Center to produce fly-throughs of large planetary data sets. These are exported as QuickTime movies, making them available as educational tools.

Children Making Sense of Science

NASA Astrophysics Data System (ADS)

Murphy, Clíona; Murphy, Colette; Kilfeather, Paula

2011-03-01

This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom had on children's perceptions and understanding of science. We compared children's ideas in four classes by inviting them to talk, draw and write about what science meant to them: two of the classes were taught by `NoS' teachers who had completed an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The `non-NoS' teachers who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more in-depth and sophisticated articulation of the scientific process in terms of scientists "trying their best" and "sometimes getting it wrong" as well as "getting different answers". Unlike children from non-NoS classes, those who had engaged in and reflected on NoS activities talked about their own science lessons in the sense of `doing science'. These children also expressed more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering the relevance of school science only in terms of children's experience, relevance should include relevance to the world of science, and NoS activities can help children to link school science to science itself.

Single-gender mathematics and science classes and the effects on urban middle school boys and girls

NASA Astrophysics Data System (ADS)

Sudler, Dawn M.

This study compared the differences in the Criterion-Referenced Competency Test (CRCT) mathematics and science achievement scores of boys and girls in Grade 7 at two urban middle schools. The data allowed the researcher to determine to what degree boys and girls in Grade 7 differ in their mathematics and science achievements within a single-gender environment versus a coeducational learning environment. The study compared any differences between boys and girls in Grade 7 within a single-gender environment in the subjects of mathematics and science, as measured by the CRCT assessments. The study also compared differences between boys and girls in Grade 7 within a coeducational environment in the subjects of mathematics and science, as measured by the CRCT assessments. Two middle schools were used within the study. One middle school was identified as a single-gender school (Middle School A); the other was identified as a coeducational school (Middle School B). This quantitative study applied the use of a descriptive research design. In addition, CRCT scores for the subjects of mathematics and science were taken during the spring of 2008 from both middle schools. Data were measured using descriptive statistics and independent t test calculations. The frequency statistics proceeded to compare each sample performance levels. The data were described in means, standard deviations, standard error means, frequency, and percentages. This method provided an excellent description of a sample scored on the spring 2008 CRCT mathematics and science assessments.

The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students' Science Achievement

NASA Astrophysics Data System (ADS)

Kulo, Violet; Bodzin, Alec

2013-02-01

Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade students classified in three ability level tracks. Data were gathered through pre/posttest content knowledge assessments, daily classroom observations, and daily reflective meetings with the teacher. Findings indicated a significant increase in the energy content knowledge for all the students. Effect sizes were large for all three ability level tracks, with the middle and low track classes having larger effect sizes than the upper track class. Learners in all three tracks were highly engaged with the curriculum. Curriculum effectiveness and practical issues involved with using geospatial technologies to support science learning are discussed.

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.

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.

Middle School Teacher Misconceptions and Anxieties Concerning Space Science Disciplinary Core Ideas in NGSS

NASA Astrophysics Data System (ADS)

Larsen, Kristine

2017-01-01

The Disciplinary Core Ideas (DCI) of the Next Generation Science Standards (NGSS) are grouped into the broad disciplinary areas of Physical Sciences, Life Sciences, Earth and Space Sciences, and Engineering, Technology and Application of Science, and feature learning progressions based on endpoint targets for each grade band. Since the Middle School DCIs build on the expected learning achievements to be reached by the end of Fifth Grade, and High School DCI similarly build on the expected learning achievements expected for the end of Eighth Grade, the Middle School grade band is of particular importance as the bridge between the Elementary and High School curriculum. In states where there is not a special Middle School Certification many of these science classes are taught by teachers prepared to teach at the Elementary level (and who may have limited content background). As a result, some pre-service and in-service teachers have expressed reduced self-confidence in both their own science content knowledge and their ability to apply it in the NGSS-based classroom, while decades of research has demonstrated the pervasiveness of science misconceptions among teachers. Thus the adoption of NGSS has the potential to drive talented teachers out of the profession who feel that they are ill-prepared for this sweeping transition. The key is providing rigorous education in both content and pedagogy for pre-service teachers and quality targeted professional development for in-service teachers. This report focuses on the Middle School Space Sciences grade band DCIs and presents research on specific difficulties, misconceptions and uncertainties with the material demonstrated by pre-service education students over the past four years in a required university science content course, as well as two year-long granted workshop series for current Middle School teachers. This information is relevant to the development of both new content courses aligned with NGSS for pre-service teachers and professional development for in-service teachers.

The Effects of Motivation on Student Performance on Science Assessments

NASA Astrophysics Data System (ADS)

Glenn, Tina Heard

Academic achievement of public school students in the United States has significantly fallen behind other countries. Students' lack of knowledge of, or interest in, basic science and math has led to fewer graduates of science, technology, engineering, and math-related fields (STEM), a factor that may affect their career success and will certainly affect the numbers in the workforce who are prepared for some STEM jobs. Drawing from self-determination theory and achievement theory, the purpose of this correlational study was to determine whether there were significant relationships between high school academic performance in science classes, motivations (self-efficacy, self-regulation, and intrinsic and extrinsic goal orientation), and academic performance in an introductory online college biology class. Data were obtained at 2 points in time from a convenience multiethnic sample of adult male ( n =16) and female (n = 49) community college students in the southeast United States. Correlational analyses indicated no statistically significant relationships for intrinsic or extrinsic goal orientation, self-efficacy, or self-regulation with high school science mean-GPA nor college biology final course grade. However, high school academic performance in science classes significantly predicted college performance in an entry-level online biology class. The implications of positive social change include knowledge useful for educational institutions to explore additional factors that may motivate students to enroll in science courses, potentially leading to an increase in scientific knowledge and STEM careers.

Learning about the Scientific Enterprise in Saskatchewan High School Chemistry Classes: An Evaluation

ERIC Educational Resources Information Center

Aikenhead, G. S.

1975-01-01

This study assessed the knowledge about science and scientists possessed by grade 11 and 12 Saskatchewan chemistry students and is a partial evaluation of CHEM Study and Modern Chemistry taught in Saskatchewan in the 1972-73 school year. (Author/RK)

A Study of Seventh-Graders Comprehensions of Human Reproduction Concepts

ERIC Educational Resources Information Center

Barrow, Lloyd Harley

1977-01-01

Study of an Iowa junior high school revealed that: (1) seventh grade pupils' knowledge levels were raised after studying human reproduction concepts and that (2) the pupils were of the opinion that human reproduction studies should be included in life science classes. (MB)

Bringing an Ocean to School.

ERIC Educational Resources Information Center

MacMillan, Mark W.

1997-01-01

Describes a school program in which two sixth-grade science classes researched, created, and put together an ocean museum targeted at kindergarten through eighth graders who are geographically distanced from the ocean. Details the process for investigating topical areas, organizing teams of students, researching, writing, creating displays, and…

Evaluation of the Third Class Science Text Book from the Teacher's Perspective at Madaba Municipality

ERIC Educational Resources Information Center

Kraishan, Osama M.; Almaamah, Ismail

2016-01-01

This study aimed at evaluating the science textbook of the third grade primary school in Jordan from the point of view of the teachers who have taught this textbook, in order to find out how suitable and relevant this textbook is to the structure of the curriculum and its guidelines, by trying to answer this question: What is the evaluation of…

An Evaluation of a Museum Science Education Project with Social Integration and Urban Environmental Problems as a Focus.

ERIC Educational Resources Information Center

Allen, David W.

The Paired School Science Project (PSSP) conducted between public and parochial schools was evaluated over a period from 1968-71. A pilot program was carried out among fifth and sixth grade students of 30 schools in the 1967-68 school year. During the study period, these classes of the paired schools were bused to the Franklin Institute for…

The Quantitative Reasoning for College Science (QuaRCS) Assessment in non-Astro 101 Courses II

NASA Astrophysics Data System (ADS)

Kirkman, Thomas W.; Jensen, Ellen

2017-06-01

The Quantitative Reasoning for College Science (QuaRCS) Assessment[1] aims to measure the pre-algebra mathematical skills that are often part of "general education" science courses like Astro 101. In four majors STEM classes, we report comparisons between QuaRCS metrics, ACT math, GPAO, and the course grade. In three of four classes QuaRCS QR score and ACT math were statistically significantly correlated (with r˜.6), however in the fourth course —a senior-level microbiology course— there was no statistically significantly correlation (in fact, r<0). In all courses —even in courses with seemingly little quantitative content— course grade was statistically significantly correlated to GPAO and QR. A QuaRCS metric aiming to report the students belief in the importance of math in science was seen to grow with the course level. Pre/post QuaRCS testing in Physics courses showed fractional sigma gains in QR, self-estimated math fluency and math importance, but not all of those increases were statistically significant. Using a QuaRCS map relating the questions to skill areas, we found graph reading, percentages, and proportional reasoning to be the most misunderstood skills in all four courses.[1] QuaRCS, Follette, et al.,2015, DOI: http://dx.doi.org/10.5038/1936-4660.8.2.2

A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

NASA Astrophysics Data System (ADS)

Yang, Hsiu-Ting; Wang, Kuo-Hua

2014-08-01

Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation writing activity, Concept mapping, and an Interpretive explanation writing activity, is introduced in a 4th grade science class to see if it would improve students' scientific explanations and understanding. A quasi-experimental design, including a non-randomized comparison group and a pre- and post-test design, was adopted for this study. An experimental group of 25 students were taught using the DCI teaching model, while a comparison group received a traditional lecture teaching. A rubric and content analysis was used to assess students' scientific explanations. The independent sample t test was used to measure difference in conceptual understanding between the two groups, before and after instruction. Then, the paired t test analysis was used to understand the promotion of the DCI teaching model. The results showed that students in the experimental group performed better than students in the comparison group, both in scientific concept understanding and explanation. Suggestions for using concept mapping and writing activities (the DCI teaching model) in science classes are provided in this study.

Electrifying Engagement in Middle School Science Class: Improving Student Interest Through E-textiles

NASA Astrophysics Data System (ADS)

Tofel-Grehl, Colby; Fields, Deborah; Searle, Kristin; Maahs-Fladung, Cathy; Feldon, David; Gu, Grace; Sun, Chongning

2017-08-01

Most interventions with "maker" technologies take place outside of school or out of core area classrooms. However, intervening in schools holds potential for reaching much larger numbers of students and the opportunity to shift instructional dynamics in classrooms. This paper shares one such intervention where electronic textiles (sewable circuits) were introduced into eighth grade science classes with the intent of exploring possible gains in student learning and motivation, particularly for underrepresented minorities. Using a quasi-experimental design, four classes engaged in a traditional circuitry unit while the other four classes undertook a new e-textile unit. Overall, students in both groups demonstrated significant learning gains on standard test items without significant differences between conditions. Significant differences appeared between groups' attitudes toward science after the units in ways that show increasing interest in science by students in the e-textile unit. In particular, they reported positive identity shifts pertaining to their perceptions of the beliefs of their friends, family, and teacher. Findings and prior research suggest that student-created e-textile designs provide opportunities for connections outside of the classroom with friends and family and may shift students' perceptions of their teacher's beliefs about them more positively.

How Information Literate Are Junior and Senior Class Biology Students?

NASA Astrophysics Data System (ADS)

Schiffl, Iris

2018-03-01

Information literacy—i.e. obtaining, evaluating and using information—is a key element of scientific literacy. However, students are frequently equipped with poor information literacy skills—even at university level—as information literacy is often not explicitly taught in schools. Little is known about students' information skills in science at junior and senior class level, and about teachers' competences in dealing with information literacy in science class. This study examines the information literacy of Austrian 8th, 10th and 12th grade students. Information literacy is important for science education in Austria, because it is listed as a basic competence in Austria's science standards. Two different aspects of information literacy are examined: obtaining information and extracting information from texts. An additional research focus of this study is teachers' competences in diagnosing information skills. The results reveal that students mostly rely on online sources for obtaining information. However, they also use books and consult with people they trust. The younger the students, the more they rely on personal sources. Students' abilities to evaluate sources are poor, especially among younger students. Although teachers claim to use information research in class, their ability to assess their students' information competences is limited.

Investigating Science Discourse in a High School Science Classroom

NASA Astrophysics Data System (ADS)

Swanson, Lauren Honeycutt

Science classrooms in the United States have become more diverse with respect to the variety of languages spoken by students. This qualitative study used ethnographic methods to investigate the discourse and practices of two ninth grade science classrooms. Approximately 44% of students included in the study were designated as English learners. The present work focused on addressing the following questions: 1) In what ways is science discourse taken up and used by students and their teacher? 2) Are there differences in how science discourse is used by students depending on their English language proficiency? Data collection consisted of interviewing the science teacher and the students, filming whole class and small group discussions during two lesson sequences, and collecting lesson plans, curricular materials, and student work. These data were analyzed qualitatively. Findings indicated that the teacher characterized science discourse along three dimensions: 1) the use of evidence-based explanations; 2) the practice of sharing one's science understandings publically; and 3) the importance of using precise language, including both specialized (i.e., science specific) and non-specialized academic words. Analysis of student participation during in-class activities highlighted how students progressed in each of these science discourse skills. However, this analysis also revealed that English learners were less likely to participate in whole class discussions: Though these students participated in small group discussions, they rarely volunteered to share individual or collective ideas with the class. Overall, students were more adept at utilizing science discourse during class discussions than in written assignments. Analysis of students' written work highlighted difficulties that were not visible during classroom interactions. One potential explanation is the increased amount of scaffolding the teacher provided during class discussions as compared to written assignments. In the implications section, I provide science teachers with recommendations regarding how to promote science discourse in their classrooms. Specifically, teachers should provide students structured opportunities to practice science discourse, require students to use both written and oral modalities in assignments, and offer timely feedback to students regarding their progress in developing their science discourse skills. How this study contributes to the research base on the teaching of science and English learners will also be described.

Using Guided Notes to Increase the Understanding of Anatomy and Physiology in 11th Grade Science Students

NASA Astrophysics Data System (ADS)

Mariano, Jay

A survey of over 500 science teachers reported that two thirds of their science classes were lecture based lessons where students were required to listen and take notes (Boyle, 2010). In addition to taking notes from lectures, note taking is a necessary skill to possess to record scientific observations and procedures and record information during class. Guided notes is a pedagogical method in which the instructor prepares and provides students with a modified form of lecture information to guide students (Neef, McCord, & Ferreri, 2006). This study examined the extent to which the use of guided notes in a unit of study of the muscular system of anatomy and physiology positively affected the mastery on content-based assessments for 11 th grade students. The data collection methods included quiz and test scores, a 4-point Likert scale survey, and an open-ended questionnaire. Results of the data revealed that guided notes was one factor that led to mastery in learning content. Additionally, students in this study preferred this method as it helped them to distinguish relevant information allowing more time to listen and focus on the teacher.

Argument-Driven Inquiry

ERIC Educational Resources Information Center

Sampson, Victor; Grooms, Jonathon; Walker, Joi

2009-01-01

Argument-Driven Inquiry (ADI) is an instructional model that enables science teachers to transform a traditional laboratory activity into a short integrated instructional unit. To illustrate how the ADI instructional model works, this article describes an ADI lesson developed for a 10th-grade chemistry class. This example lesson was designed to…

Grade 8 students' capability of analytical thinking and attitude toward science through teaching and learning about soil and its' pollution based on science technology and society (STS) approach

NASA Astrophysics Data System (ADS)

Boonprasert, Lapisarin; Tupsai, Jiraporn; Yuenyong, Chokchai

2018-01-01

This study reported Grade 8 students' analytical thinking and attitude toward science in teaching and learning about soil and its' pollution through science technology and society (STS) approach. The participants were 36 Grade 8 students in Naklang, Nongbualumphu, Thailand. The teaching and learning about soil and its' pollution through STS approach had carried out for 6 weeks. The soil and its' pollution unit through STS approach was developed based on framework of Yuenyong (2006) that consisted of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. Students' analytical thinking and attitude toward science was collected during their learning by participant observation, analytical thinking test, students' tasks, and journal writing. The findings revealed that students could gain their capability of analytical thinking. They could give ideas or behave the characteristics of analytical thinking such as thinking for classifying, compare and contrast, reasoning, interpreting, collecting data and decision making. Students' journal writing reflected that the STS class of soil and its' pollution motivated students. The paper will discuss implications of these for science teaching and learning through STS in Thailand.

A Preliminary Investigation into the Effect of Standards-Based Grading on the Academic Performance of African-American Students

NASA Astrophysics Data System (ADS)

Bradbury-Bailey, Mary

With the implementation of No Child Left Behind came a wave of educational reform intended for those working with student populations whose academic performance seemed to indicate an alienation from the educational process. Central to these reforms was the implementation of standards-based instruction and their accompanying standardized assessments; however, in one area reform seemed nonexistent---the teacher's gradebook. (Erickson, 2010, Marzano, 2006; Scriffiny, 2008). Given the link between the grading process and achievement motivation, Ames (1992) suggested the use of practices that promote mastery goal orientation. The purpose of this study was to examine the impact of standards-based grading system as a factor contributing to mastery goal orientation on the academic performance of urban African American students. To determine the degree of impact, this study first compared the course content averages and End-of-Course-Test (EOCT) scores for science classes using a traditional grading system to those using a standards-based grading system by employing an Analysis of Covariance (ANCOVA). While there was an increase in all grading areas, two showed a significant difference---the Physical Science course content average (p = 0.024) and ix the Biology EOCT scores (p = 0.0876). These gains suggest that standards-based grading can have a positive impact on the academic performance of African American students. Secondly, this study examined the correlation between the course content averages and the EOCT scores for both the traditional and standards-based grading system; for both Physical Science and Biology, there was a stronger correlation between these two scores for the standards-based grading system.

Gender Differences in Both Force Concept Inventory and Introductory Physics Performance

NASA Astrophysics Data System (ADS)

Docktor, Jennifer; Heller, Kenneth

2008-10-01

We present data from a decade of introductory calculus-based physics courses for science and engineering students at the University of Minnesota taught using cooperative group problem solving. The data include 40 classes with more than 5500 students taught by 22 different professors. The average normalized gain for males is 0.4 for these large classes that emphasized problem solving. Female students made up approximately 20% of these classes. We present relationships between pre and post Force Concept Inventory (FCI) scores, course grades, and final exam scores for females and males. We compare our results with previous studies from Harvard [2] and the University of Colorado [3,4]. Our data show there is a significant gender gap in pre-test FCI scores that persists post-instruction although there is essentially no gender difference in course performance as determined by course grade.

Prediction/discussion-based learning cycle versus conceptual change text: comparative effects on students' understanding of genetics

NASA Astrophysics Data System (ADS)

khawaldeh, Salem A. Al

2013-07-01

Background and purpose: The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students' understanding of genetics concepts. Sample: Participants were 112 10th basic grade male students in three classes of the same school located in an urban area. The three classes taught by the same biology teacher were randomly assigned as a prediction/discussion-based learning cycle class (n = 39), conceptual change text class (n = 37) and traditional class (n = 36). Design and method: A quasi-experimental research design of pre-test-post-test non-equivalent control group was adopted. Participants completed the Genetics Concept Test as pre-test-post-test, to examine the effects of instructional strategies on their genetics understanding. Pre-test scores and Test of Logical Thinking scores were used as covariates. Results: The analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference between the experimental groups (HPD-LC versus CCT instruction) was found. Conclusions: Overall, the findings of this study support the use of the prediction/discussion-based learning cycle and conceptual change text in both research and teaching. The findings may be useful for improving classroom practices in teaching science concepts and for the development of suitable materials promoting students' understanding of science.

Bringing Real Solar Physics to the High School Classroom

NASA Astrophysics Data System (ADS)

Seaton, Daniel

2006-06-01

UNH's Partnership for Research Opportunities to Benefit Education (PROBE) project sends graduate students into high school classrooms across New Hampshire in order to help introduce students to authentic scientific inquiry. As one of ten graduate fellows, I worked with students in in ninth through twelfth grades in physical science, physics, earth science, and astronomy classes; helping students carry out individual and class projects on physics and solar physics. Projects related to solar physics included the production and analysis of plasma using a microwave oven, measurement of the solar constant, measurement of the solar rotation rate, solar spectroscopy, analysis of data from TRACE and SOHO, and the construction of various solar-powered devices. This work was generously supported by a grant from the National Science Foundation's GK-12 initiative (NSF#0338277).

An Exploratory Investigation of 12-Year-Old Students' Ability to Appreciate Certain Aspects of the Nature of Science through a Specially Designed Approach in the Context of Energy

ERIC Educational Resources Information Center

Papadouris, Nicos; Constantinou, Costas P.

2014-01-01

We describe the implementation of a specially designed teaching innovation, embedded in the context of energy, for the promotion of specific aspects of the nature of science (NOS). We present empirical results from the implementation of the teaching and learning materials in three intact sixth-grade classes that involved a total of 64 students. We…

Improving Hispanic students' performance on science standardized tests: Successful practices from four elementary campuses

NASA Astrophysics Data System (ADS)

Gonzalez, Yvonne Lynne

This qualitative, descriptive multiple case study took place in a Southwest Texas city bordering Mexico. The study examined specific resources and practices used in four different exemplary-rated elementary school campuses, with standardized test data reflecting 93% or more of their 5th-grade Hispanic student population passing the state mandated standardized science test. The sample for this study included one principal, one assistant principal, and three 5th-grade teachers from each campus. In total, the sample participants consisted of four principals, four assistant principals, and 12 5th-grade teachers. Data collection involved conducting in-depth, semi-structured interviews guided by five literature-based, researcher-generated questions. Fifth grade teachers and administrators reflected and reported upon their pedagogy for best practices in helping Hispanic students achieve success. Analysis of the data revealed eight themes: (a) successful schools have committed teachers, an environment conducive to learning, and incorporate best practices that work for all students; (b) curriculum alignment is very important; (c) teachers have access to a variety of resources; (d) teacher collaboration and planning is very important; (e) science camps, science reviews, and hands-on centers are effective in preparing students for the standardized test; (f) the most effective instructional practices include high emphasis on vocabulary, hands-on and differentiated instruction, and the 5E Model; (g) teachers see value in self-contained, dual-language classes; and (h) professional development and performance feedback are important to educators. The results of this study provide educational leaders with specific science instructional resources, practices, and interventions proven effective for the 5 th-grade Hispanic student population in passing the science state standardized test.

Shark Teeth Classification

ERIC Educational Resources Information Center

Brown, Tom; Creel, Sally; Lee, Velda

2009-01-01

On a recent autumn afternoon at Harmony Leland Elementary in Mableton, Georgia, students in a fifth-grade science class investigated the essential process of classification--the act of putting things into groups according to some common characteristics or attributes. While they may have honed these skills earlier in the week by grouping their own…

Breezy Power: From Wind to Energy

ERIC Educational Resources Information Center

Claymier, Bob

2009-01-01

This lesson combines the science concepts of renewable energy and producing electricity with the technology concepts of design, constraints, and technology's impact on the environment. Over five class periods, sixth-grade students "work" for a fictitious power company as they research wind as an alternative energy source and design and test a…

BONES, TEACHER'S GUIDE.

ERIC Educational Resources Information Center

Elementary Science Study, Newton, MA.

THIS GUIDE WAS DEVELOPED FOR USE WITH THE ELEMENTARY SCIENCE STUDY UNIT ON "BONES.""BONES" HAS BEEN TAUGHT IN THE FOURTH GRADE AND REQUIRES FROM 10 TO 25 LESSONS, DEPENDING ON THE NUMBER OF ACTIVITIES USED. THE GUIDE DOES NOT PROVIDE DETAILED INSTRUCTION FOR CONDUCTING CLASSES, BUT RATHER SOME POSSIBLE ACTIVITIES, AND LEAVES…

Project CHAMP, 1986-1987. OEA Evaluation Report.

ERIC Educational Resources Information Center

Cabrera, Eulalia; And Others

In its fourth year, Project CHAMP (Chinese Achievement and Mastery Program) provided instruction in English as a second language (ESL), native language arts, mathematics, science, and social studies to 728 limited-English-speaking Chinese immigrant students in grades nine through twelve at three schools. Content-area classes were taught in English…

AIDS Elementary/Intermediate Curriculum.

ERIC Educational Resources Information Center

Kellogg, Nancy Rader

This Acquired Immune Deficiency Syndrome (AIDS) Curriculum was developed for intermediate elementary (5th, 6th, and 7th grade) students. It is an integrated unit that encompasses health, science, social studies, math, and language arts. The curriculum is comprised of nine class activities designed to meet the following objectives: (1) to determine…

METRO Achievement Program: Summer 1988. External Evaluation Report.

ERIC Educational Resources Information Center

Thompson, Denise R.

This document comprises an evaluation of the 1988 METRO Achievement Program, a summer educational program to help develop the academic potential of primarily Black and Hispanic girls entering the seventh and eighth grades in Chicago. The 5-week program included the following components: (1) mathematics, science, and communication skills classes;…

A Useful Laboratory Tool

ERIC Educational Resources Information Center

Johnson, Samuel A.; Tutt, Tye

2008-01-01

Recently, a high school Science Club generated a large number of questions involving temperature. Therefore, they decided to construct a thermal gradient apparatus in order to conduct a wide range of experiments beyond the standard "cookbook" labs. They felt that this apparatus could be especially useful in future ninth-grade biology classes, in…

Towards a Professionalization of Pedagogical Improvisation in Teacher Education

ERIC Educational Resources Information Center

Ben-Horin, Oded

2016-01-01

The aim of this study is to provide theoretical and practical knowledge about strategies and techniques for training primary school education pre-service teachers (PSTs) for Pedagogical Improvisation (PI). Data was collected during two iterations of cross-disciplinary art/science school interventions in Norwegian 3rd-grade classes, which provided…

How Time is Spent in Elementary Classrooms.

ERIC Educational Resources Information Center

Rosenshine, Barak V.

1981-01-01

Time allocation in the second and fifth grades was divided into three major categories: (1) academic activities such as reading, mathematics, science, and social studies; (2) nonacademic activities such as music, art, and physical education; and (3) noninstructional activities such as transitions and class business. The number of minutes engaged…

Science Vocabulary for All

ERIC Educational Resources Information Center

Shook, Alison C.; Hazelkorn, Michael; Lozano, Elizabeth R.

2011-01-01

Teaching new biology concepts to ninth graders can be tough, and teaching students with disabilities even tougher--but we are accountable for "all" students. These authors used a cooperative learning strategy called "Collaborative Strategic Reading" in an inclusive ninth-grade biology class to see whether they could "hook" students and, at the…

Decisions and Tensions: Summative Assessments in PBL Advanced Placement Classes

ERIC Educational Resources Information Center

Cooper, Susan Elizabeth

2017-01-01

This study examines how teachers navigate tensions between communicating expectations for college level work and student motivation as they determined summative grades in an AP Environmental Science course. Semi-structured interviews and a think-aloud protocol were conducted while teachers in poverty-impacted urban high schools determined final…

How Clean Is the River?

ERIC Educational Resources Information Center

Schaaf, Sherry

2005-01-01

On the Olympic Peninsula of Washington State, salmon and water quality are more than just a news story. They are vitally important to the economy and environment--and are the inspiration for environmental science learning adventures. In this water quality project, four third-grade classes from Forks Elementary School in Forks, Washington,…

An examination of single-gender and coeducational classes: Their impact on the academic achievement of middle school students enrolled in mathematics and science at selected schools in Georgia

NASA Astrophysics Data System (ADS)

Elam, Jeanette H.

The purpose of this study was to compare the academic performance of students enrolled in coeducational instruction and single-gender instruction. Within this framework, the researcher examined class type, gender, and racial/ethnicity using the sixth grade CRCT scores of selected students in the areas of mathematics and science. The fifth-grade mathematics and science scores for the same population were used to control for prior knowledge. This study examined the academic achievement of students based on class type, gender, and racial/ethnicity in relation to academic achievement. The study included the CRCT scores for mathematics and science of 6th-grade students at the middle school level who were tested during the 2007--2008 school year. Many studies conducted in the past have stressed females performed better in mathematics and science, while others have stated males performed better in the same areas. Yet, other studies have found conflicting results. A large Australian study (1996), compared the academic performance of students at single-gender and coeducational schools. The conclusion of this study indicated that both males and females who were educated in single-gender classrooms scored significantly higher than did males and females in coeducational classes. A study conducted by Graham Able (2003) documented superior academic performance of students in single-gender schools, after controlling for socioeconomic class and other variables. Able's most significant finding was that the advantage of single-gender schooling was greater for males in terms of academic results than for females. This directly contradicted the educational myth that males performed better in classrooms if females were present. The sample in this study consisted of CRCT scores for 304 sixth-grade students from four different middle schools. Due to the racial composition of the sample, the study only focused on black and white students. School 1 and School 2 involved single-gender instruction while Schools 3 and School 4 involved coeducational instruction. A sample of eighty students was taken from each of the middle schools with single-gender instruction and a sample of 72 students was taken from each of the middle schools with coeducational instruction. Prior to conducting the study, an extensive application was filed with the local board of education to request permission to conduct research in the county. This process involved a detail description of the sample, sampling procedures, sample size, staff members, grade levels, and background information for the study. The major findings in this study indicated that the coeducational students outperformed the single-gender students and the white students outperformed the black students. This study confirmed that white coeducational students performed significantly higher than the black coeducational students. It was also documented through this study that there was no significant difference between the performance of the single-gender black students and the single-gender white students. In contrast to the Australian study (1996), this study indicated that the coeducational students were outperforming the single-gender students. In comparison to the 2003 study by Able, the findings of this study showed single-gender instruction was greater for females in terms of higher academic achievement than for males. INDEX WORDS. Coeducational, Single-gender, Middle school students

Promoting interest and performance in high school science classes.

PubMed

Hulleman, Chris S; Harackiewicz, Judith M

2009-12-04

We tested whether classroom activities that encourage students to connect course materials to their lives will increase student motivation and learning. We hypothesized that this effect will be stronger for students who have low expectations of success. In a randomized field experiment with high school students, we found that a relevance intervention, which encouraged students to make connections between their lives and what they were learning in their science courses, increased interest in science and course grades for students with low success expectations. The results have implications for the development of science curricula and theories of motivation.

The Effects of Prior-knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

NASA Astrophysics Data System (ADS)

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-07-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students in each class were divided into three groups according to their level of prior science knowledge; they then took either our social- or individual-based online science learning program. The results show that students in the social online argumentation group performed better in argumentation and online argumentation learning. Qualitative analysis indicated that the students' social interactions benefited the co-construction of sound arguments and the accurate understanding of science concepts. In constructing arguments, students in the individual online argumentation group were limited to knowledge recall and self-reflection. High prior-knowledge students significantly outperformed low prior-knowledge students in all three aspects of science learning. However, the difference in inquiry and argumentation performance between low and high prior-knowledge students decreased with the progression of online learning topics.

Science Learning Outcomes in Alignment with Learning Environment Preferences

NASA Astrophysics Data System (ADS)

Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia

2011-04-01

This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students' cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.

Involvement of African-American Girls in Science, Technology, Engineering, and Mathematics (STEM) Education

NASA Astrophysics Data System (ADS)

Nkere, Nsidi

A qualitative case study was conducted by examining the perceptions of fifth-grade African American girls about their experiences with science, technology, engineering and mathematics (STEM) education and potential for STEM as a future career. As the United States suffers from waning participation across all demographics in STEM and a high level of underrepresentation of African American women in STEM, the proposed study examined data collected through open-ended interviews with fifth-grade African American girls to explore how their current experiences and perceptions might relate to the underrepresentation of African American women in the STEM fields. Participants were selected from Miracle Elementary School (pseudonym), and consisted of all five students in a small class of high-achieving fifth-grade girls. Data were collected through in-class observations and open-ended interviews, and were analyzed using computer content analysis. The most important key results threaded through the data were related to the importance and role of the teacher, the importance of math to students, the role of experimentation and discovery, and hands-on and personal experience. Future studies are encouraged to utilize longitudinal design to follow students from elementary to university level in an effort to develop and understand the perception, persistence, and experience of all girls in STEM programs.

Using the Rasch model to validate stages of understanding the energy concept.

PubMed

Liu, Xiufeng; Collard, Sarah

2005-01-01

In recent years, there have been efforts to bridge science education with developmental psychology to develop theories on students developing understanding of science concepts from elementary to high school and beyond. The present study intends to test one such theory on students developing understanding of the energy concept. The theory states that students develop understanding of the energy concept by going through the following qualitatively distinct stages: (a) energy as activity/work; (b) energy as sources/forms, (c) energy transfer, (d) energy degradation, and (e) energy conservation. Three classes, one each from 4th grade, 8th grade, and high school physics class (grades 10, 11, and 12), completed a performance assessment. Students' performances were scored based on three traits of energy understanding: attention capacity, qualitative relations, and quantitative relations; each of the traits was defined into five hierarchical levels consistent with the five stages of understanding the energy concept. The Many-Facet Rasch Measurement (MFRM) model was used to analyze the effects of rater scoring severity, students' stages of energy understanding (theta), and difficulties of energy understanding traits. Results show that there was a discontinuity among the stages of understanding the energy concept, supporting the theory on students developing the understanding of the energy concept.

Argumentation in Science Class: Its Planning, Practice, and Effect on Student Motivation

NASA Astrophysics Data System (ADS)

Taneja, Anju

Studies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura's construct of motivation and concepts of argumentation and formative feedback to understand how teachers orchestrate argumentation in science class and how it affects motivation. Qualitative data was collected through interviews of 4 grade-9 science teachers and through observing teacher-directed classroom discourse. Classroom observations allowed the researcher to record the rhythm of discourse by characterizing teacher and student speech as teacher presentation (TP), teacher guided authoritative discussion (AD), teacher guided dialogic discussion (DD), and student initiation (SI). The Student Motivation Towards Science Learning survey was administered to 67 students before and after a class in which argumentation was used. Analysis of interviews showed teachers collaborated to plan argumentation. Analysis of discourse identified the characteristics of argumentation and provided evidence of students' engagement in argumentation in a range of contexts. Student motivation scores were tested using Wilcoxon signed rank tests and Mann-Whitney U-tests, which showed no significant change. However, one construct of motivation---active learning strategy---significantly increased. Quantitative findings also indicate that teachers' use of multiple methods in teaching science can affect various constructs of students' motivation. This study promotes social change by providing teachers with insight about how to engage all students in argumentation.

Using Rubrics as a Scientific Writing Instructional Method in Early Stage Undergraduate Neuroscience Study.

PubMed

Clabough, Erin B D; Clabough, Seth W

2016-01-01

Scientific writing is an important communication and learning tool in neuroscience, yet it is a skill not adequately cultivated in introductory undergraduate science courses. Proficient, confident scientific writers are produced by providing specific knowledge about the writing process, combined with a clear student understanding about how to think about writing (also known as metacognition). We developed a rubric for evaluating scientific papers and assessed different methods of using the rubric in inquiry-based introductory biology classrooms. Students were either 1) given the rubric alone, 2) given the rubric, but also required to visit a biology subject tutor for paper assistance, or 3) asked to self-grade paper components using the rubric. Students who were required to use a peer tutor had more negative attitudes towards scientific writing, while students who used the rubric alone reported more confidence in their science writing skills by the conclusion of the semester. Overall, students rated the use of an example paper or grading rubric as the most effective ways of teaching scientific writing, while rating peer review as ineffective. Our paper describes a concrete, simple method of infusing scientific writing into inquiry-based science classes, and provides clear avenues to enhance communication and scientific writing skills in entry-level classes through the use of a rubric or example paper, with the goal of producing students capable of performing at a higher level in upper level neuroscience classes and independent research.

Using Rubrics as a Scientific Writing Instructional Method in Early Stage Undergraduate Neuroscience Study

PubMed Central

Clabough, Erin B.D.; Clabough, Seth W.

2016-01-01

Scientific writing is an important communication and learning tool in neuroscience, yet it is a skill not adequately cultivated in introductory undergraduate science courses. Proficient, confident scientific writers are produced by providing specific knowledge about the writing process, combined with a clear student understanding about how to think about writing (also known as metacognition). We developed a rubric for evaluating scientific papers and assessed different methods of using the rubric in inquiry-based introductory biology classrooms. Students were either 1) given the rubric alone, 2) given the rubric, but also required to visit a biology subject tutor for paper assistance, or 3) asked to self-grade paper components using the rubric. Students who were required to use a peer tutor had more negative attitudes towards scientific writing, while students who used the rubric alone reported more confidence in their science writing skills by the conclusion of the semester. Overall, students rated the use of an example paper or grading rubric as the most effective ways of teaching scientific writing, while rating peer review as ineffective. Our paper describes a concrete, simple method of infusing scientific writing into inquiry-based science classes, and provides clear avenues to enhance communication and scientific writing skills in entry-level classes through the use of a rubric or example paper, with the goal of producing students capable of performing at a higher level in upper level neuroscience classes and independent research. PMID:27980476

The effect of social and token economy reinforcements on academic achievement of students with intellectual disabilities.

PubMed

Mirzamani, S Mahmood; Ashoori, Mohammad; Sereshki, Narges Adib

2011-01-01

This study investigates the effect of social and token economy reinforcements on academic achievement of 9th grade boy students with intellectual disabilities in an experimental science class in Tehran Province. The method used for this study was experimental by pre-test, post- test with a control group. The boy students with intellectual disabilities from three junior high schools participated in this study. The sample consisted of thirty, 9th grade boy students with intellectual disabilities in the selected schools; the schools were chosen by the multi-stage cluster method. To measure the progress of students in the science class, a teacher made test and the Wechsler intelligence test for matching the groups for IQ were used. To ensure validity, the content validity criteria depended tests calculated by the Lashe method and teachers' perspective were used. The reliability coefficient was obtained by the reliability coefficient of related tests; the percent agreement method and the obtained data were analyzed using one-way variance analysis and Shefe prosecution test. The results showed that there was a significant increase in academic achievement of students with intellectual disabilities when using token economy than using social reinforcements compared with the control group. Also, when using social reinforcements, the academic achievement of students was more than the control group. Token economy and social reinforcements increased the academic achievement of students with intellectual disabilities in the science class; and also the effect of token economy reinforcements was more than social reinforcements on the subjects.

Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students

NASA Astrophysics Data System (ADS)

Marks, Jamar Terry

The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction with traditional science classroom instruction as compared to when instructed using solely traditional science classroom instruction. The targeted sample population consisted of fourth-grade students enrolled in a public elementary school located in the southeastern region of the United States. The convenience sample size consisted of 115 fourth-grade students enrolled in science classes. The pretest and posttest academic achievement data collected consisted of the science segment from the Spring 2015, and Spring 2016 state standardized assessments. Pretest and posttest academic achievement data were analyzed using an ANCOVA statistical procedure to test for differences, and the researcher reported the results of the statistical analysis. The results of the study show no significant difference in science academic achievement between treatment and control groups. An interpretation of the results and recommendations for future research were provided by the researcher upon completion of the statistical analysis.

Astronomy Education through the NSF GK-12 Program

NASA Astrophysics Data System (ADS)

Jensen, A. G.

2004-05-01

The National Science Foundation's GK-12 program encourages graduate students in science to be active in public education at the middle school and high school levels. As a GK-12 fellow at the University of Colorado-Boulder (CU), I worked with a local 8th-grade science teacher and his students during the 2003-2004 school year. In the Boulder Valley School District, 8th-grade science covers Earth history, meteorology, astronomy, and oceanography. There are many special challenges for this school district and 8th-grade education in Colorado, including a large number of English as a second language (ESL) students and the administration of standardized tests during March, before students have completed much of the relevant material. As a GK-12 Fellow, my responsibilities included work with the Earth history Full Option Science System (FOSS) kit, guest lecturing, aid in hands-on exercises, and the creation of new activities and assignments. Astronomy activities accomplished through this program include sunspot viewing and a field trip to the Colorado Scale Model Solar System on the CU campus. The GK-12 program at CU will continue for at least two more years, possibly placing future GK-12 fellows who are astronomy grad students into classes that are astronomy- or physics-specific.

Alternatives to hormone therapy for hot flashes: many choices but science is lacking.

PubMed

Richardson, Marcie K

2013-09-01

A 51-year-old postmenopausal third-grade teacher requests help for her hot flashes. She finds them especially troubling as she stands in front of her class and starts sweating. Although one student offers her tissues, others make fun of her--disrupting the class. Her sleep is interrupted several times a night. She refuses to use any form of estrogen because her mother died of breast cancer at the age of 60 years. Perhaps alternative therapies can help her.

Visualisation Ability of Senior High School Students with Using GeoGebra and Transparent Mica

NASA Astrophysics Data System (ADS)

Thohirudin, M.; Maryati, TK; Dwirahayu, G.

2017-04-01

Visualisation ability is an ability to process, inform, and transform object which suitable for geometry topic in math. This research aims to describe the influence of using software GeoGebra and transparent mica for student’s visualisation ability. GeoGebra is shortness of geometry and algebra. GeoGebra is an open source program that is created for math. Transparent mica is a tool that is created by the author to transform a geometry object. This research is a quantitative experiment model. The subject of this research were students in grade XII of science program in Annajah Senior High School Rumpin with two classes which one as an experiment class (science one) and another one as a control class (science two). Experiment class use GeoGebra and transparent mica in the study, and control class use powerpoint in the study. Data of student’s visualisation ability is collected from posttest with visual questions which are gifted at the end of the research to both classes with topic “transformation geometry”. This research resulted that studying with GeoGebra and transparent mica had a better influence than studying with powerpoint to student’s visualisation ability. The time of study in class and the habit of the students to use software and tool affected the result of research. Although, GeoGebra and transparent mica can give help to students in transformation geometry topic.

My Secret Life.

PubMed

Chilton, Mary-Dell

2018-04-29

In my early childhood, my parents gave me to my maternal grandparents for a "visit" that extended over a period of nine years. I seemed to be a fairly ordinary student in primary grades, and had to take a remedial general science class upon entering high school, my first exposure to science. It was the teacher of that class, Mr. Auer, who told me that I had scored amazingly high on a science aptitude test given to all freshmen. The people who administered the testing were convinced that I must have cheated somehow. Mr. Auer suggested that I might want to consider a career in science if I liked it. I loved it, and I did. This autobiographical article recounts my changing interests as I became aware of new fields of science during my education and the start of my career. Out of basic studies of a microbe that causes plant cancer, we developed a method to engineer new and useful genes into crop plants.

Using a multi-user virtual simulation to promote science content: Mastery, scientific reasoning, and academic self-efficacy in fifth grade science

NASA Astrophysics Data System (ADS)

Ronelus, Wednaud J.

The purpose of this study was to examine the impact of using a role-playing game versus a more traditional text-based instructional method on a cohort of general education fifth grade students' science content mastery, scientific reasoning abilities, and academic self-efficacy. This is an action research study that employs an embedded mixed methods design model, involving both quantitative and qualitative data. The study is guided by the critical design ethnography theoretical lens: an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. The impact of an immersive 3D multi-user web-based educational simulation game on a cohort of fifth-grade students was examined on multiple levels of assessments--immediate, close, proximal and distal. A survey instrument was used to assess students' self-efficacy in technology and scientific inquiry. Science content mastery was assessed at the immediate (participation in game play), close (engagement in-game reports) and proximal (understanding of targeted concepts) levels; scientific reasoning was assessed at the distal (domain general critical thinking test) level. This quasi-experimental study used a convenient sampling method. Seven regular fifth-grade classes participated in this study. Three of the classes were the control group and the other four were the intervention group. A cohort of 165 students participated in this study. The treatment group contained 38 boys and 52 girls, and the control group contained 36 boys and 39 girls. Two-tailed t-test, Analysis of Covariance (ANCOVA), and Pearson Correlation were used to analyze data. The data supported the rejection of the null hypothesis for the three research questions. The correlational analyses showed strong relationship among three of the four variables. There were no correlations between gender and the three dependent variables. The findings of this study support the hypothesis that the intervention group students will obtain dramatically larger gains on the three measures: Cornell Critical Thinking Test, Curriculum-Oriented Test, and the Self-Efficacy in Technology and Science (SETS) survey.

Sixth Grade Students' Content-Specific Competencies and Challenges in Learning the Seasons Through Modeling

NASA Astrophysics Data System (ADS)

Sung, Ji Young; Oh, Phil Seok

2017-06-01

Recent science education reform initiatives suggest that learning in science should be organized on the basis of scientists' actual practices including the development and use of models. In line with this, the current study adapted three types of modeling practices to teach two Korean 6th grade science classes the causes of the Earth's seasons. Specifically, the study aimed to identify the students' content-specific competencies and challenges based on fine-grained descriptions and analyses of two target groups' cases. Data included digital recordings of modeling-based science lessons in the two classes, the teacher's and students' artifacts, and interviews with the students. These multiple types of data were analyzed complementarily and qualitatively. It was revealed that the students had a competency in constructing models to generate the desired phenomenon (i.e., seasons). They had difficulty, however, in considering the tilt of the Earth's rotation axis as a cause of the seasons and in finding a proper way of representing the Sun's meridian altitude on a globe. But, when the students were helped and guided by the teacher and peers' interventions, they were able to revise their models in alignment with the scientific understanding of the seasons. Based on these findings, the teacher's pedagogical roles, which include using student competencies as resources, asking physical questions, and explicit guidance on experimentation skills, were recommended to support successful incorporations of modeling practices in the science classroom.

The effects of blogs versus dialogue journals on open-response writing scores and attitudes of grade eight science students

NASA Astrophysics Data System (ADS)

Erickson, Diane K.

Today's students have grown up surrounded by technology. They use cell phones, word processors, and the Internet with ease, talking with peers in their community and around the world through e-mails, chatrooms, instant messaging, online discussions, and weblogs ("blogs"). In the midst of this technological explosion, adolescents face a growing need for strong literacy skills in all subject areas for achievement in school and on mandated state and national high stakes tests. The purpose of this study was to examine the use of blogs as a tool for improving open-response writing in the secondary science classroom in comparison to the use of handwritten dialogue journals. The study used a mixed-method approach, gathering both quantitative and qualitative data from 94 students in four eighth-grade science classes. Two classes participated in online class blogs where they posted ideas about science and responded to the ideas of other classmates. Two classes participated in handwritten dialogue journals, writing ideas about science and exchanging journals to respond to the ideas of classmates. The study explored these research questions: Does the use of blogs, as compared to the use of handwritten dialogue journals, improve the open-response writing scores of eighth grade science students? How do students describe their experience using blogs to study science as compared to students using handwritten dialogue journals? and How do motivation, self-efficacy, and community manifest themselves in students who use blogs as compared to students who use handwritten dialogue journals? The quantitative aspect of the study used data from pre- and post-tests and from a Likert-scale post-survey. The pre- and post-writing on open-response science questions were scored using the Massachusetts Comprehensive Assessment System (MCAS) open-response scoring rubric. The study found no statistically significant difference in the writing scores between the blog group and the dialogue journal groups. The study found significant difference between the scores on the post-survey of the two groups with the blogging group registering a more positive attitude about the experience than the dialogue journal group. The qualitative aspect of the study used group and individual interviews with 26 randomly-chosen students to explore the nature of the students' experiences using blogs and dialogue journals. Overall, the blog group communicated more positive responses to the experience than did students from the dialogue journal group, often indicating that blogging was "fun" and "helpful" and made them look forward to science class. This study addressed research needs in the fields of writing, technology, and content literacy. It is significant because there is little research on the use of blogs in the middle school content classroom, particularly on the use of blogs as a tool for improving open-response writing. It adds information as to the experience of students who use blogs in the science classroom and explored it as a way to explore ideas, build understanding, and connect with others. This is significant to know as school districts look to include more technology instruction and practices in the curriculum. Blogs could give students a critical tool for writing and thinking in the content classroom, helping to prepare students for an increasingly technological and global society.

Metacognitive instruction in middle school science

NASA Astrophysics Data System (ADS)

Bonney, Dianna

The purpose of this action research project was to determine the extent to which metacognitive instruction affected students' performance in the middle-grade science classroom. Conducted with four seventh grade science classes over a three-month time period, 105 students were engaged in 21 metacognitively enhanced lessons. Both quantitative and qualitative data sources were collected for this study and analyzed according to grounded theory methodology. Quantitative data came from the Jr. Metacognitive Awareness Inventory, administered as a pre-post test. Qualitative teacher-generated data was collected in a metacognitive observation protocol containing observations and reflections while student-generated data was gathered from reflective journal entries, modified rubrics, and checklists. Analysis of the data led to the assertions that metacognitive development occurred over time through systematic and varied implementation of explicit instruction. In addition, students perceived they learned best both when working collaboratively and when making multiple connections with content material. Implications for middle-grade teachers include the need for explicit instruction of metacognitive strategies, providing for instructional variation and student collaboration, and guiding students in making connections to prior learning.

Scientist Spotlight Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class

PubMed Central

Schinske, Jeffrey N.; Perkins, Heather; Snyder, Amanda; Wyer, Mary

2016-01-01

Research into science identity, stereotype threat, and possible selves suggests a lack of diverse representations of scientists could impede traditionally underserved students from persisting and succeeding in science. We evaluated a series of metacognitive homework assignments (“Scientist Spotlights”) that featured counterstereotypical examples of scientists in an introductory biology class at a diverse community college. Scientist Spotlights additionally served as tools for content coverage, as scientists were selected to match topics covered each week. We analyzed beginning- and end-of-course essays completed by students during each of five courses with Scientist Spotlights and two courses with equivalent homework assignments that lacked connections to the stories of diverse scientists. Students completing Scientist Spotlights shifted toward counterstereotypical descriptions of scientists and conveyed an enhanced ability to personally relate to scientists following the intervention. Longitudinal data suggested these shifts were maintained 6 months after the completion of the course. Analyses further uncovered correlations between these shifts, interest in science, and course grades. As Scientist Spotlights require very little class time and complement existing curricula, they represent a promising tool for enhancing science identity, shifting stereotypes, and connecting content to issues of equity and diversity in a broad range of STEM classrooms. PMID:27587856

Clicker Score Trajectories and Concept Inventory Scores as Predictors for Early Warning Systems for Large STEM Classes

NASA Astrophysics Data System (ADS)

Lee, Un Jung; Sbeglia, Gena C.; Ha, Minsu; Finch, Stephen J.; Nehm, Ross H.

2015-12-01

Increasing the retention of STEM (science, technology, engineering, and mathematics) majors has recently emerged as a national priority in undergraduate education. Since poor performance in large introductory science and math courses is one significant factor in STEM dropout, early detection of struggling students is needed. Technology-supported "early warning systems" (EWSs) are being developed to meet these needs. Our study explores the utility of two commonly collected data sources—pre-course concept inventory scores and longitudinal clicker scores—for use in EWS, specifically, in determining the time points at which robust predictions of student success can first be established. The pre-course diagnostic assessments, administered to 287 students, included two concept inventories and one attitude assessment. Clicker question scores were also obtained for each of the 37 class sessions. Additionally, student characteristics (sex, ethnicity, and English facility) were gathered in a survey. Our analyses revealed that all variables were predictive of final grades. The correlation of the first 3 weeks of clicker scores with final grades was 0.53, suggesting that this set of variables could be used in an EWS starting at the third week. We also used group-based trajectory models to assess whether trajectory patterns were homogeneous in the class. The trajectory analysis identified three distinct clicker performance patterns that were also significant predictors of final grade. Trajectory analyses of clicker scores, student characteristics, and pre-course diagnostic assessment appear to be valuable data sources for EWS, although further studies in a diversity of instructional contexts are warranted.

School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

NASA Astrophysics Data System (ADS)

Riaz, Muhammad

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

Great Globes

ERIC Educational Resources Information Center

Cronin, Jim

2004-01-01

While trying to explain to his seventh grade students why models are needed to study science, the author stumbled across this project idea. At the time, his class was just beginning to study geology and rocks and minerals. This unit starts by introducing the structure of the Earth so students had very little background knowledge. He wanted a quick…

Entomology: Promoting Creativity in the Science Lab

ERIC Educational Resources Information Center

Akcay, Behiye B.

2013-01-01

A class activity has been designed to help fourth grade students to identify basic insect features as a means of promoting student creativity while making an imaginary insect model. The 5Es (Engage, Explore, Explain, Extend [or Elaborate], and Evaluate) learning cycle teaching model is used. The 5Es approach allows students to work in small…

Are You Ready to Take the Plunge? Create an Amusement Park.

ERIC Educational Resources Information Center

Mueller, Andrea; Brown, Rod

2000-01-01

Describes an activity on charting 6th and 7th grade students' ideas about a potential science project. Summarizes a five week project on creating a new ride or redesigning existing rides in an amusement park, including research and sketches, final drawings, models of rides, and class presentations. (YDS)

Future Energy Technology. A Basic Teaching Unit on Energy. Revised.

ERIC Educational Resources Information Center

McDermott, Hugh, Ed.; Scharmann, Larry, Ed.

Recommended for grades 7-12 language arts, science, and social studies classes, this 5-7 day unit encourages students to investigate alternative energy sources through research. Focusing on geothermal energy, tide and ocean, fusion, wind, biomass, and solar energy as possible areas of consideration, the unit attempts to create an awareness of the…

Amazing Muses of Science: An Interdisciplinary Project Creates Awareness of Female Scientists

ERIC Educational Resources Information Center

Carson, Beverly

2016-01-01

This article describes an interdisciplinary project that created awareness of female scientists in a public Montessori classroom. Every spring, the author's sixth-grade students write an educational play in which the entire class participates. Following an underwhelming response to asking students who are their favorite female scientists, the…

IDENTIFYING THE "SLOW LEARNER" IN BSCS HIGH SCHOOL BIOLOGY.

ERIC Educational Resources Information Center

GROBMAN, HULDA

THE SUITABILITY OF THE BLUE, GREEN, AND YELLOW VERSION BIOLOGICAL SCIENCES CURRICULUM STUDY (BSCS) FOR THE UPPER 75 PERCENT OF THE STUDENTS TAKING TENTH GRADE BIOLOGY IN THE UNITED STATES IS EXAMINED AND PROCEDURES USED IN ASSIGNING SLOW LEARNERS TO CLASSES USING BSCS SPECIAL MATERIALS ARE SURVEYED. THE SUITABILITY STUDY INVOLVED 12,602 STUDENTS…

Clean Water in the Pacific. [Videotape]. PRELSTAR: A Pacific Islands Distance Learning Program.

ERIC Educational Resources Information Center

Pacific Resources for Education and Learning, Honolulu, HI.

This 11-minute videotape and poster can be used for interactive instruction in grades 6-12 science classes. Issues examined in this videotape include preserving precious water resources, protecting the environment from pollutants caused by urban and agricultural development and industry within changing lifestyles, and ensuring the availability of…

A Ten-Year Analysis of Non-Medical Drug Use Behavior At Five American Universities.

ERIC Educational Resources Information Center

Dezelsky, Thomas L.; And Others

1981-01-01

A study was conducted on nonmedical drug use among college undergraduates enrolled in selected health science classes. A questionnaire was administered to measure drug use in relation to age, sex, and grade point average. Areas covered by the questionnaire involved patterns of marijuana, cocaine, alcohol, and barbituate use. (JN)

Summer Bilingual Program, 1988. OREA Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Rosenberg, Jan

The 1988 Summer Bilingual Program served 1,171 ninth- through twelfth-graders with limited English proficiency (LEP) at 10 New York City sites. Designed especially for the substantial number of LEP students who were overage for their grade, the program offered 14 English as a Second Language (ESL) and 17 bilingual content area classes in science,…

Integrating Pharmacology Topics in High School Biology and Chemistry Classes Improves Performance

ERIC Educational Resources Information Center

Schwartz-Bloom, Rochelle D.; Halpin, Myra J.

2003-01-01

Although numerous programs have been developed for Grade Kindergarten through 12 science education, evaluation has been difficult owing to the inherent problems conducting controlled experiments in the typical classroom. Using a rigorous experimental design, we developed and tested a novel program containing a series of pharmacology modules (e.g.,…

Nutrition Super Stars [7th and 8th Grades].

ERIC Educational Resources Information Center

Houtkooper, Linda; And Others

This kit is designed to be used as part of health, science, physical education, and home economics education at the middle school level. It provides current information about and describes student learning activities in food, nutrition, physical fitness, and ecology. Class plans are offered for five lesson topics: (1) Food supplies nutrients,…

Something That Works for Me. 100 Teaching Practices Used in Our Schools. Grades K-12. No. 1.

ERIC Educational Resources Information Center

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

The teaching practices presented in this manual address the following curriculum areas: language arts, art, music, guidance, physical education, special education, human relations, library skills, social studies, science, class management, math, reading, spelling, English as a second language, typing, foreign languages, humanities, English,…

Solar Energy in the Home. Revised.

ERIC Educational Resources Information Center

Roeder, Allen A.; Woodland, James A.

Recommended for grades 10-12 physical, earth, or general science classes, this 5-7 day unit is designed to give students a general understanding of solar energy and its use as a viable alternative to present energy sources. Along with this technology, students examine several factors of solar energy which influence the choice of solar home site…

Exploring Animals, Glossopedia Style

ERIC Educational Resources Information Center

Leveen, Lois

2007-01-01

It's the first day of the "Animals" unit for Tami Brester's third-grade class and the first day her students are using Glossopedia, a free online multimedia science encyclopedia. But you wouldn't know that from observing the kids, who are excitedly researching animals on the internet. This is inquiry-based learning of a special kind, incorporating…

English Language Learners' Perceptions of Autonomy Support in a Literacy Classroom

ERIC Educational Resources Information Center

Taboada, A.; Kidd, J. K.; Tonks, S. M.

2010-01-01

In this study, we explored 3 Grade 4 English Language Learners' (ELLs) perceptions of teacher autonomy-supporting practices in literacy instruction in science. The support of autonomy in literacy classes is central to students' internal motivation for reading. Given that many ELLs are at risk for reading failure, understanding autonomous learning…

Measuring the Impact of Varied Instructional Approaches in an Introductory Animal Science Course

ERIC Educational Resources Information Center

Bolt, Brian Grady

2009-01-01

The objectives of this project were to: evaluate the impact of demographic descriptors (gender, class rank and final grade) on student's self perceived level of engagement in classroom activities; measure the impact of varying teaching styles on a student's likelihood of correctly answering a knowledge based question and: assessing the…

A multimedia educational program that increases science achievement among inner-city non-Asian minority middle-school students.

PubMed

Murray, Nancy G; Opuni, Kwame A; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M; Hobbs, Mary

2009-06-01

To test the effectiveness of a middle school, multimedia health sciences educational program called HEADS UP in non-Asian-minority (Hispanic and African American), inner-city students. The program designers hope to increase the number of these students entering the health sciences pipeline. The program includes video role-model stories featuring minority scientists and students, hands-on activities, and teacher resources. Collaborators from The University of Texas Health Science Center at Houston, Spring Branch Independent School District, and the Health Museum developed the modules. From 2004 to 2007, the authors used a quasi-experimental, two-group pretest/posttest design to assess program effects on students' performance and interest in science, their science self-efficacy, their fear of science, and their science-related careers self-efficacy. An independent third party matched the intervention school to a comparison school by test scores, school demographics, and student demographics and then matched pairs of sixth-grade students (N = 428) by fifth-grade science scores, gender, ethnicity, and participation in the free or reduced lunch program. The authors collected data on these students for three years. At eighth grade (2007), the intervention school students scored significantly higher (F = 12.38, P < .001) on the Stanford Achievement Test 10 in science and reported higher interest in science (F = 11.08, P < .001) than their matched, comparison-school pairs. Students in neither group reported an increase in their confidence to choose a science-related career, but students in one high-implementing teacher's class reported decreased fear of science. HEADS UP shows potential for improving inner-city, non-Asian-minority middle school students' performance and interest in science.

“Markings” of a Class

PubMed Central

Mather, James M.; Anderson, Donald O.; Cox, Albert R.; Williams, Donald H.

1965-01-01

In 1954 the first class in medicine graduated from the University of British Columbia. This class of 57 men and three women left a statistical trail behind them which began before they entered medical school, and which now has extended 10 years into their professional postgraduate careers. This first class was made up largely of British Columbians of older age than subsequent classes. The overall achievement and aptitude of the class was high, as measured by premedical grades, intelligence tests and Medical College Admission Test scores. Interest tests at the time of admission indicated that the members of the class had major interest levels in the fields of science and social service or humanitarianism. The subsequent medical school performance of the class was exceptional. Of the class, 63.4% interned in teaching hospitals. By 1964 only 53.4% of the graduates were engaged in general practice. Most of the graduates are now practising in British Columbia. PMID:14278023

The Effect of the DISTAR Instructional System on First and Second Grade Achievement: An Evaluation of the 1971-1972 Title I Program of Winthrop, Massachusetts.

ERIC Educational Resources Information Center

Kaufman, Maurice

The Distar I Reading, Language and Arithmetic programs were used with two first grade classes. The Distar II programs were used with two second grade classes. One first grade Distar class appeared to make some progress in oral language. Comparison of the first grade Distar classes with a first grade control class that used a Scott-Foresman basal…

Ecological and personal predictors of science achievement in an urban center

NASA Astrophysics Data System (ADS)

Guidubaldi, John Michael

This study sought to examine selected personal and environmental factors that predict urban students' achievement test scores on the science subject area of the Ohio standardized test. Variables examined were in the general categories of teacher/classroom, student, and parent/home. It assumed that these clusters might add independent variance to a best predictor model, and that discovering relative strength of different predictors might lead to better selection of intervention strategies to improve student performance. This study was conducted in an urban school district and was comprised of teachers and students enrolled in ninth grade science in three of this district's high schools. Consenting teachers (9), students (196), and parents (196) received written surveys with questions designed to examine the predictive power of each variable cluster. Regression analyses were used to determine which factors best correlate with student scores and classroom science grades. Selected factors were then compiled into a best predictive model, predicting success on standardized science tests. Students t tests of gender and racial subgroups confirmed that there were racial differences in OPT scores, and both gender and racial differences in science grades. Additional examinations were therefore conducted for all 12 variables to determine whether gender and race had an impact on the strength of individual variable predictions and on the final best predictor model. Of the 15 original OPT and cluster variable hypotheses, eight showed significant positive relationships that occurred in the expected direction. However, when more broadly based end-of-the-year science class grade was used as a criterion, 13 of the 15 hypotheses showed significant relationships in the expected direction. With both criteria, significant gender and racial differences were observed in the strength of individual predictors and in the composition of best predictor models.

``I Just Want The Credit!'' - Perceived Instrumentality as the Main Characteristic of Boys' Motivation in a Grade 11 Science Course

NASA Astrophysics Data System (ADS)

Nieswandt, Martina; Shanahan, Marie-Claire

2008-01-01

This case study examines the motivational structure of a group of male students ( n = 10) in a grade 11 General Science class at an independent single-sex school. We approach the concept of motivation through the integration of three different theoretical approaches: sociocultural theory, future time perspective and achievement goal theory. This framework allows us to stress the dialectical interdependence of motivation, as expressed through individual goals, and the socially and culturally influenced origins of these goals. Our results suggest that the boys internalised the administrative description of the course as meeting a diploma requirement, which they expressed in their perception of the course as being for “non-science” people who “just need a credit.” However, we also found situational changes in students’ motivational structure towards more intrinsic orientations when they were engaged in topics with personal everyday and future relevance. These situational changes in students’ goal structures illustrate that our participants did not internalise classroom and school goal messages wholly and, instead, selectively and constructively transformed these goal messages depending on their own motivational structure and beliefs. These results stress the importance of teachers scaffolding not only for conceptual learning but also for student motivation in science classes, especially those that purposefully teach towards scientific literacy.

Writing Stories to Enhance Scientific Literacy

NASA Astrophysics Data System (ADS)

Ritchie, Stephen M.; Tomas, Louisa; Tones, Megan

2011-03-01

In response to international concerns about scientific literacy and students' waning interest in school science, this study investigated the effects of a science-writing project about the socioscientific issue (SSI) of biosecurity on the development of students' scientific literacy. Students generated two BioStories each that merged scientific information with the narrative storylines in the project. The study was conducted in two phases. In the exploratory phase, a qualitative case study of a sixth-grade class involving classroom observations and interviews informed the design of the second, confirmatory phase of the study, which was conducted at a different school. This phase involved a mixed methods approach featuring a quasi-experimental design with two classes of Australian middle school students (i.e., sixth grade, 11 years of age, n = 55). The results support the argument that writing the sequence of stories helped the students become more familiar with biosecurity issues, develop a deeper understanding of related biological concepts, and improve their interest in science. On the basis of these findings, teachers should be encouraged to engage their students in the practice of writing about SSI in a way that integrates scientific information into narrative storylines. Extending the practice to older students and exploring additional issues related to writing about SSI are recommended for further research.

Learning effectiveness: A comparative study to measure effectiveness of webcasting in success of students in an introductory computer science class

NASA Astrophysics Data System (ADS)

Ghyam, Massoud

This study investigates if providing delayed webcast of college lectures would improve the retention of students enrolled in an introductory computer science class over a span of six semesters. The population for this study was undergraduate engineering students enrolled in the same course at a major research university in a western state in six different semesters. The same instructor taught all sections of the course, the same textbook and software were used, and the number of lab/teaching assistants were also exactly the same. Assignments and exams were changed but were kept at the same level of difficulty. Some students were enrolled in the courses where webcasting was not utilized as a tool, while others took the same course where delayed webcasting was used. The research question that guided the study was: Will use of the delayed webcast and the availability of the course lectures on line improve students' grades and therefore the success ratio in the Introduction to Computer Science and Programming course? For the purposes of this study successful completion is defined as the number of students who did not drop the course, and who passed the course with a grade of C- or better. Grade improvement of students who completed the course was also examined. Result of the study showed providing delayed webcast of the lectures did not improve retention, but neither did it harm the student's learning. Future study is recommended to include coding for gender and student's field of study.

Teaching and learning grade 7 science concepts by elaborate analogies: Mainstream and East and South Asian ESL students' experiences

NASA Astrophysics Data System (ADS)

Kim, Judy Joo-Hyun

This study explored the effectiveness of an instructional tool, elaborate analogy, in teaching the particle theory to both Grade 7 mainstream and East or South Asian ESL students. Ten Grade 7 science classes from five different schools in a large school district in the Greater Toronto area participated. Each of the ten classes were designated as either Group X or Y. Using a quasi-experimental counterbalanced design, Group X students were taught one science unit using the elaborate analogies, while Group Y students were taught by their teachers' usual methods of teaching. The instructional methods used for Group X and Y were interchanged for the subsequent science unit. Quantitative data were collected from 95 students (50 mainstream and 45 ESL) by means of a posttest and a follow-up test for each of the units. When the differences between mainstream and East or South Asian ESL students were analyzed, the results indicate that both groups scored higher on the posttests when they were instructed with elaborate analogies, and that the difference between the two groups was not significant. That is, the ESL students, as well as the mainstream students, benefited academically when they were instructed with the elaborate analogies. The students obtained higher inferential scores on the posttest when their teacher connected the features of less familiar and more abstract scientific concepts to the features of the familiar and easy-to-visualize concept of school dances. However, after two months, the students were unable to recall inferential content knowledge. This is perhaps due to the lack of opportunity for the students to represent and test their initial mental models. Rather than merely employing elaborate analogies, perhaps, science teachers can supplement the use of elaborate analogies with explicit guidance in helping students to represent and test the coherence of their mental models.

Story - Science - Solutions: A new middle school science curriculum that promotes climate-stewardship

NASA Astrophysics Data System (ADS)

Cordero, E.; Centeno Delgado, D. C.

2017-12-01

Over the last five years, Green Ninja has been developing educational media to help motivate student interest and engagement around climate science and solutions. The adoption of the Next Generation Science Standards (NGSS) offers a unique opportunity where schools are changing both what they teach in a science class and how they teach. Inspired by the new emphasis in NGSS on climate change, human impact and engineering design, Green Ninja developed a technology focused, integrative, and yearlong science curriculum (6th, 7th and 8th grade) focused broadly around solutions to environmental problems. The use of technology supports the development of skills valuable for students, while also offering real-time metrics to help measure both student learning and environmental impact of student actions. During the presentation, we will describe the design philosophy around our middle school curriculum and share data from a series of classes that have created environmental benefits that transcend the traditional classroom. The notion that formal education, if done correctly, can be leveraged as a viable climate mitigation strategy will be discussed.

Atoms in astronomy

NASA Technical Reports Server (NTRS)

Blanchard, P. A.

1976-01-01

Aspects of electromagnetic radiation and atomic physics needed for an understanding of astronomical applications are explored. Although intended primarily for teachers, this brochure is written so that it can be distributed to students if desired. The first section, Basic Topics, is suitable for a ninth-grade general science class; the style is simple and repetitive, and no mathematics or physics background is required. The second section, Intermediate and Advanced Topics, requires a knowledge of the material in the first section and assumes a generally higher level of achievement and motivation on the part of the student. These latter topics might fit well into junior-level physics, chemistry, or earth-science courses. Also included are a glossary, a list of references and teaching aids, class exercises, and a question and answer section.

Exploring the efficacy of electronic response devices in ninth-grade science classrooms

NASA Astrophysics Data System (ADS)

Dey, John A., Jr.

Student use of electronic response technology has been prevalent in postsecondary institutions and is beginning to penetrate K--12 classroom settings. Despite these trends, research exploring the impact of this technology in these settings has been limited. The extant research has relied heavily on survey methodologies and largely has focused on student/teacher perception or implementation practices while remaining silent on learning outcomes. The purpose of this study was to broaden the scope of research models used to explore electronic response technology and its impact on student learning. The study took place in a ninth-grade science classroom at a large high school with a comprehensive curriculum. Study participants were first-year high school students enrolled in one of two sections of the freshman science sequence focusing on Physical Science content. One section, serving as the Treatment group, used electronic response devices on a daily basis to respond to preplanned teacher questions. The other section, serving as the Comparison group, relied on traditional methods of interaction such as raising hands to respond to questions. They responded to the same set of preplanned questions and differed only in the manner of response, with the teacher asking the class and then calling on one of the students to answer. The study focused on academic achievement, as measured by student performance on a pre- and posttest, as well as student engagement, measured by momentary time sample data taken throughout the entire class with focused attention on periods of teacher questioning. The analysis of academic achievement employed an ANOVA, and no statistically significant difference was found between the groups. Engagement data were analyzed using an independent samples t test, and statistically significant differences were found between the two groups. Findings from this study indicated that, when using electronic response technology in their science classes, students demonstrated significantly higher levels of engagement across an entire class period as well as during teacher questioning. Implications of the study have been framed around the promise of electronic response technology for engaging and motivating students.

The effect of science-technology-society issue instruction on the attitudes of female middle school students toward science

NASA Astrophysics Data System (ADS)

Mullinnix, Debra Lynn

An assessment of the science education programs of the last thirty years reveals traditional science courses are producing student who have negative attitudes toward science, do not compete successfully in international science and mathematics competitions, are not scientifically literate, and are not interested in pursuing higher-level science courses. When the number of intellectually-capable females that fall into this group is considered, the picture is very disturbing. Berryman (1983) and Kahle (1985) have suggested the importance of attitude both, in terms of achievement in science and intention to pursue high-level science courses. Studies of attitudes toward science reveal that the decline in attitudes during grades four through eight was much more dramatic for females than for males. There exists a need, therefore, to explore alternative methods of teaching science, particularly in the middle school, that would increase scientific literacy, improve attitudes toward science, and encourage participation in higher-level science courses of female students. Yager (1996) has suggested that science-technology-society (STS) issue instruction does make significant changes in students' attitudes toward science, stimulates growth in science process skills, and increases concept mastery. The purpose of this study was to examine the effect STS issue instruction had on the attitudes of female middle school students toward science in comparison to female middle school students who experience traditional science instruction. Another purpose was to examine the effect science-technology-society issue instruction had on the attitudes of female middle school students in comparison to male middle school students. The pretests and the posttests were analyzed to examine differences in ten domains: enjoyment of science class; usefulness of information learned in science class; usefulness of science skills; feelings about science class in general; attitudes about what took place in the science classroom; overall response to science class; perception of encouragement to enroll in science electives; future plans to enroll in science electives; reasons for not enrolling in science electives; and perception of restraints in achieving future goals.

Enabling Wide-Scale Computer Science Education through Improved Automated Assessment Tools

NASA Astrophysics Data System (ADS)

Boe, Bryce A.

There is a proliferating demand for newly trained computer scientists as the number of computer science related jobs continues to increase. University programs will only be able to train enough new computer scientists to meet this demand when two things happen: when there are more primary and secondary school students interested in computer science, and when university departments have the resources to handle the resulting increase in enrollment. To meet these goals, significant effort is being made to both incorporate computational thinking into existing primary school education, and to support larger university computer science class sizes. We contribute to this effort through the creation and use of improved automated assessment tools. To enable wide-scale computer science education we do two things. First, we create a framework called Hairball to support the static analysis of Scratch programs targeted for fourth, fifth, and sixth grade students. Scratch is a popular building-block language utilized to pique interest in and teach the basics of computer science. We observe that Hairball allows for rapid curriculum alterations and thus contributes to wide-scale deployment of computer science curriculum. Second, we create a real-time feedback and assessment system utilized in university computer science classes to provide better feedback to students while reducing assessment time. Insights from our analysis of student submission data show that modifications to the system configuration support the way students learn and progress through course material, making it possible for instructors to tailor assignments to optimize learning in growing computer science classes.

Literacy events during science instruction in a fifth-grade classroom: Listening to teacher and student voices

NASA Astrophysics Data System (ADS)

Deal, Debby

Concern with science literacy and how to achieve it has a long history in our education system. The goals and definitions established by the National Science Education Standards (1996) suggest that if we are to successfully prepare students for the information age, science education must blend the natural and social sciences. However, research indicates that connections between hands-on science and literacy, as a tool for processing information, do not regularly occur during school science instruction. This case study explored the use of literacy by a second year teacher in a fifth grade class during consecutive science units on chemistry and liquids. The research questions focused on how and why the teacher and students used literacy during science and how and why the teacher and selected focus students believed literacy influenced their learning in science. Data was collected through classroom observations and multiple interviews with the teacher and selected focus students. Interview data was analyzed and coded using an iterative process. Field notes and student artifacts were used to triangulate the data. The study found that the teacher and students used reading and writing to record and acquire content knowledge, learn to be organized, and to facilitate assessment. Although the teacher had learned content literacy strategies in her pre-service program, she did not implement them in the classroom and her practice seemed to reflect her limited science content knowledge and understanding of the nature of science. The focus students believed that recording and studying notes, reading books, drawing, and reading study guides helped them learn science. The findings suggest the following implications: (1) More data is needed on the relationship between teaching approach, science content knowledge, and beliefs about science. (2) Elementary student voices make a valuable contribution to our understanding of science learning. (3) Pre-service candidates should have multiple opportunities to explicitly reflect on their beliefs about literacy, the nature of science, and learning in general. (4) Science methods classes should balance content, beliefs and attitudes related to science, and content literacy strategies.

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 participant group showed significantly greater gains in self-efficacy regarding science activities than did the non-participant group. No correlation was found between self-efficacy and ability as measured by the Electronics/Eye Quiz. Analysis of Summer Science Camp Survey data with paired samples tests revealed that interest and self-efficacy significantly increased after treatment. Interest and self-efficacy relating to Summer Science Camp activities were positively correlated after treatment. No significant effects were detected to indicate that participation in the COSAM Initiative positively affected school grades, standardized test scores, or increased the number of science and mathematics courses in which students enrolled.

Engineering design activities and conceptual change in middle school science

NASA Astrophysics Data System (ADS)

Schnittka, Christine G.

The purpose of this research was to investigate the impact of engineering design classroom activities on conceptual change in science, and on attitudes toward and knowledge about engineering. Students were given a situated learning context and a rationale for learning science in an active, inquiry-based method, and worked in small collaborative groups. One eighth-grade physical science teacher and her students participated in a unit on heat transfer and thermal energy. One class served as the control while two others received variations of an engineering design treatment. Data were gathered from teacher and student entrance and exit interviews, audio recordings of student dialog during group work, video recordings and observations of all classes, pre- and posttests on science content and engineering attitudes, and artifacts and all assignments completed by students. Qualitative and quantitative data were collected concurrently, but analysis took place in two phases. Qualitative data were analyzed in an ongoing manner so that the researcher could explore emerging theories and trends as the study progressed. These results were compared to and combined with the results of the quantitative data analysis. Analysis of the data was carried out in the interpretive framework of analytic induction. Findings indicated that students overwhelmingly possessed alternative conceptions about heat transfer, thermal energy, and engineering prior to the interventions. While all three classes made statistically significant gains in their knowledge about heat and energy, students in the engineering design class with the targeted demonstrations made the most significant gains over the other two other classes. Engineering attitudes changed significantly in the two classes that received the engineering design intervention. Implications from this study can inform teachers' use of engineering design activities in science classrooms. These implications are: (1) Alternative conceptions will persist when not specifically addressed. (2) Engineering design activities are not enough to promote conceptual change. (3) A middle school teacher can successfully implement an engineering design-based curriculum in a science class. (4) Results may also be of interest to science curriculum developers and engineering educators involved in developing engineering outreach curricula for middle school students.

Reliability and agreement in student ratings of the class environment.

PubMed

Nelson, Peter M; Christ, Theodore J

2016-09-01

The current study estimated the reliability and agreement of student ratings of the classroom environment obtained using the Responsive Environmental Assessment for Classroom Teaching (REACT; Christ, Nelson, & Demers, 2012; Nelson, Demers, & Christ, 2014). Coefficient alpha, class-level reliability, and class agreement indices were evaluated as each index provides important information for different interpretations and uses of student rating scale data. Data for 84 classes across 29 teachers in a suburban middle school were sampled to derive reliability and agreement indices for the REACT subscales across 4 class sizes: 25, 20, 15, and 10. All participating teachers were White and a larger number of 6th-grade classes were included (42%) relative to 7th- (33%) or 8th- (23%) grade classes. Teachers were responsible for a variety of content areas, including language arts (26%), science (26%), math (20%), social studies (19%), communications (6%), and Spanish (3%). Coefficient alpha estimates were generally high across all subscales and class sizes (α = .70-.95); class-mean estimates were greatly impacted by the number of students sampled from each class, with class-level reliability values generally falling below .70 when class size was reduced from 25 to 20. Further, within-class student agreement varied widely across the REACT subscales (mean agreement = .41-.80). Although coefficient alpha and test-retest reliability are commonly reported in research with student rating scales, class-level reliability and agreement are not. The observed differences across coefficient alpha, class-level reliability, and agreement indices provide evidence for evaluating students' ratings of the class environment according to their intended use (e.g., differentiating between classes, class-level instructional decisions). (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Student achievement in science and mathematics on campuses that have implemented the CSCOPE curriculum model

NASA Astrophysics Data System (ADS)

Wilson, Emily R.

The purpose of this study was to determine whether differences in student achievement exist between school campuses which followed a specific standards-based curriculum model (CSCOPE) and school campuses which followed a non-CSCOPE or traditional curriculum model. One-hundred and sixty CSCOPE curriculum campuses and 160 non-CSCOPE curriculum campuses were used in the study. Achievement data were collected on students in the fifth, eighth, and eleventh grades using the campuses percentage passing on the Texas Assessment of Knowledge and Skills (TAKS) for both science and mathematics. The TAKS is the state-mandated assessment system used to comply with federal testing guidelines. Data for the 2007-2008 school year were used for the elementary level while data from 2006-2007 and 2007-2008 were used for junior high (middle school) and high school levels. Data were analyzed by overall class as well as aggregated by ethnic classifications. Descriptive statistics were used to summarize achievement results and t-tests were utilized to analyze achievement differences between the two curriculum models. Overall fifth grade students in CSCOPE schools outperformed (p < .05) non-CSCOPE counterparts in science and mathematics. Also, fifth grade Hispanic students using CSCOPE curriculum scored higher (p < .05) than those in traditional curricula. Eighth grade students in CSCOPE schools performed better (p < .05) in science than students in non-CSCOPE schools. Finally, eighth grade Hispanic and White subgroups using CSCOPE curriculum outperformed ( p < .05) their ethnic counterparts using traditional curriculum models. The only statistically significant finding at the eleventh grade level was the African-American subgroup in science, but this subgroup had too small of a sample to infer the findings to the population. Thus, the results would tend to support use of the standardized curriculum model (CSCOPE) at lower levels whereas achievement in high school may not be differentially affected by the standardized model.

The Effect of Social and Token Economy Reinforcements on Academic Achievement of Students with Intellectual Disabilities

PubMed Central

Ashoori, Mohammad; Sereshki, Narges Adib

2011-01-01

Objective This study investigates the effect of social and token economy reinforcements on academic achievement of 9th grade boy students with intellectual disabilities in an experimental science class in Tehran Province. Method The method used for this study was experimental by pre-test, post- test with a control group. The boy students with intellectual disabilities from three junior high schools participated in this study. The sample consisted of thirty, 9th grade boy students with intellectual disabilities in the selected schools; the schools were chosen by the multi-stage cluster method. To measure the progress of students in the science class, a teacher made test and the Wechsler intelligence test for matching the groups for IQ were used. To ensure validity, the content validity criteria depended tests calculated by the Lashe method and teachers' perspective were used. The reliability coefficient was obtained by the reliability coefficient of related tests; the percent agreement method and the obtained data were analyzed using one-way variance analysis and Shefe prosecution test. Results The results showed that there was a significant increase in academic achievement of students with intellectual disabilities when using token economy than using social reinforcements compared with the control group. Also, when using social reinforcements, the academic achievement of students was more than the control group. Conclusion Token economy and social reinforcements increased the academic achievement of students with intellectual disabilities in the science class; and also the effect of token economy reinforcements was more than social reinforcements on the subjects. PMID:22952517

Students' Learning Strategies with Multiple Representations: Explanations of the Human Breathing Mechanism

ERIC Educational Resources Information Center

Won, Mihye; Yoon, Heojeong; Treagust, David F.

2014-01-01

The purpose of this study was to understand how students utilized multiple representations to learn and explain science concepts, in this case the human breathing mechanism. The study was conducted with Grade 11 students in a human biology class. Semistructured interviews and a two-tier diagnostic test were administered to evaluate students'…

Scaffolding for Mathematics Teaching in Inclusive Primary Classrooms: A Video Study

ERIC Educational Resources Information Center

Pfister, Mirjam; Moser Opitz, Elisabeth; Pauli, Christine

2015-01-01

Scaffolding is an important tool for meeting the challenging needs of heterogeneous groups of students in inclusive classrooms. It is especially useful when supporting low achievers. A video study (funded by the Swiss National Science Foundation, Project Nr. 134652) of 36 inclusive classes, (3rd grade, aged 9 years), was conducted to examine how…

Energy from the Atom. A Basic Teaching Unit on Energy. Revised.

ERIC Educational Resources Information Center

McDermott, Hugh, Ed.; Scharmann, Larry, Ed.

Recommended for grades 9-12 social studies and/or physical science classes, this 4-8 day unit focuses on four topics: (1) the background and history of atomic development; (2) two common types of nuclear reactors (boiling water and pressurized water reactors); (3) disposal of radioactive waste; and (4) the future of nuclear energy. Each topic…

Contributing Factors to Student Success in Anatomy and Physiology: Lower outside Workload and Better Preparation

ERIC Educational Resources Information Center

Harris, David E.; Hannum, Lynn; Gupta, Sat

2004-01-01

A study of students of a traditional two-semester Anatomy and Physiology class was made to determine factors that contributed to success in the coursework. The test established a co-relation between the amount of study in mathematics and science done previously in school and final grades in the subject.

Letter Imperfect

ERIC Educational Resources Information Center

Kramer, Stephen

2003-01-01

In this essay, the author, a 5th-grade teacher, questions how well a standardized test can measure his students. This article presents a letter he wrote for the Washington state science test scorer regarding his students' test scores. He shares stories about some of the students in his class. He points out that tests can turn out to be more like…

Understanding the Conceptual and Language Challenges Encountered by Grade 4 Students When Writing Scientific Explanations

ERIC Educational Resources Information Center

Seah, Lay Hoon

2016-01-01

This study is an attempt to examine the use of linguistic resources by primary science students so as to understand the conceptual and language demands encountered by them when constructing written explanations. The students' written explanations and the instructional language (whole-class discussion and textbook) employed over the topic, the life…

Understanding the Co-construction of Inquiry Practices: A Case Study of a Responsive Teaching Environment

ERIC Educational Resources Information Center

Maskiewicz, April C.; Winters, Victoria A.

2012-01-01

We set out to understand how different instantiations of inquiry emerged in two different years of one elementary teacher's classroom. Longitudinal observations from Mrs. Charles' 5th grade science classroom forced us to carefully and deliberately consider who exactly was responsible for the change in the class activities and norms. We provide…

Swept Away: Exploring the Physics of Curling

ERIC Educational Resources Information Center

Esser, Liza

2011-01-01

Studying the Olympic sport of curling is a fun and engaging way to learn about the concepts of friction, forces, momentum, and Newton's laws. Each winter, the author takes her eighth-grade physical science class on a field trip to experience curling firsthand. This field trip has become a favorite of the eighth graders at Capitol Hill Day School…

Educational Interface Agents as Social Models to Influence Learner Achievement, Attitude and Retention of Learning

ERIC Educational Resources Information Center

Yilmaz, Ramazan; Kilic-Cakmak, Ebru

2012-01-01

This study examined the impacts of educational interface agents with different attributes on achievement, attitude and retention of elementary school students in their science and technology courses. The study was implemented in four different eighth- grade classes (aged 13-14) of an elementary school. Four different types of educational software,…

How Deductive Are You?

ERIC Educational Resources Information Center

Jeffery, Sharon

2004-01-01

This article describes an activity that one science teacher uses with her eighth grade class on the first day of school. Wanting to start the year off "right" (whatever that is), this teacher purposely plans to model the thinking behavior she expects from her students and to let them have some fun to settle those first-day jitters. She also wants…

Assessing Students' Learning about Fundamental Concepts of Climate Change under Two Different Conditions

ERIC Educational Resources Information Center

Porter, Dianna; Weaver, Andrew J.; Raptis, Helen

2012-01-01

Students from three different British Columbia grade six classes were followed through two weeks of instruction on climate change. Pre, post, and follow-up surveys were used to determine the differences in knowledge gained and retained by students that received direct instruction from their science teacher, and by those who received equivalent…

A Service-Learning Project on Volcanoes to Promote Critical Thinking and the Earth Science Literacy Initiative

ERIC Educational Resources Information Center

Nunn, Jeffrey A.; Braud, Janie

2013-01-01

Students in Honors Physical Geology at Louisiana State University (LSU) participated in instruction in eighth- to ninth-grade geology and geography classes in East Baton Rouge Parish Schools (EBRPS) to help meet community needs. LSU students created instructional materials and reflected on the service activity to gain a deeper understanding of…

Middle School Girls' Envisioned Future in Computing

ERIC Educational Resources Information Center

Friend, Michelle

2015-01-01

Experience is necessary but not sufficient to cause girls to envision a future career in computing. This study investigated the experiences and attitudes of girls who had taken three years of mandatory computer science classes in an all-girls setting in middle school, measured at the end of eighth grade. The one third of participants who were open…

The inquiry continuum: Science teaching practices and student performance on standardized tests

NASA Astrophysics Data System (ADS)

Jernnigan, Laura Jane

Few research studies have been conducted related to inquiry-based scientific teaching methodologies and NCLB-required state testing. The purpose of this study was to examine the relationship between the strategies used by seventh-grade science teachers in Illinois and student scores on the Illinois Standards Achievement Test (ISAT) to aid in determining best practices/strategies for teaching middle school science. The literature review defines scientific inquiry by placing teaching strategies on a continuum of scientific inquiry methodologies from No Inquiry (Direct Instruction) through Authentic Inquiry. Five major divisions of scientific inquiry: structured inquiry, guided inquiry, learning cycle inquiry, open inquiry, and authentic inquiry, have been identified and described. These five divisions contain eight sub-categories: demonstrations; simple or hands-on activities; discovery learning; variations of learning cycles; problem-based, event-based, and project-based; and student inquiry, science partnerships, and Schwab's enquiry. Quantitative data were collected from pre- and posttests and surveys given to the participants: five seventh grade science teachers in four Academic Excellence Award and Spotlight Award schools and their 531 students. Findings revealed that teachers reported higher inquiry scores for themselves than for their students; the two greatest reported factors limiting teachers' use of inquiry were not enough time and concern about discipline and large class size. Although the correlation between total inquiry and mean difference of pre- and posttest scores was not statistically significant, the survey instrument indicated how often teachers used inquiry in their classes, not the type of inquiry used. Implications arose from the findings that increase the methodology debate between direction instruction and inquiry-based teaching strategies; teachers are very knowledgeable about the Illinois state standards, and various inquiry-based methods need to be stressed in undergraduate methods classes. While this study focused on the various types of scientific inquiry by creating a continuum of scientific inquiry methodologies, research using the continuum needs to be conducted to determine the various teaching styles of successful teachers.

Predictors of Latent Trajectory Classes of Dating Violence Victimization

PubMed Central

Brooks-Russell, Ashley; Foshee, Vangie; Ennett, Susan

2014-01-01

This study identified classes of developmental trajectories of physical dating violence victimization from grades 8 to 12 and examined theoretically-based risk factors that distinguished among trajectory classes. Data were from a multi-wave longitudinal study spanning 8th through 12th grade (n = 2,566; 51.9% female). Growth mixture models were used to identify trajectory classes of physical dating violence victimization separately for girls and boys. Logistic and multinomial logistic regressions were used to identify situational and target vulnerability factors associated with the trajectory classes. For girls, three trajectory classes were identified: a low/non-involved class; a moderate class where victimization increased slightly until the 10th grade and then decreased through the 12th grade; and a high class where victimization started at a higher level in the 8th grade, increased substantially until the 10th grade, and then decreased until the 12th grade. For males, two classes were identified: a low/non-involved class, and a victimized class where victimization increased slightly until the 9th grade, decreased until the 11th grade, and then increased again through the 12th grade. In bivariate analyses, almost all of the situational and target vulnerability risk factors distinguished the victimization classes from the non-involved classes. However, when all risk factors and control variables were in the model, alcohol use (a situational vulnerability) was the only factor that distinguished membership in the moderate trajectory class from the non-involved class for girls; anxiety and being victimized by peers (target vulnerability factors) were the factors that distinguished the high from the non-involved classes for the girls; and victimization by peers was the only factor distinguishing the victimized from the non-involved class for boys. These findings contribute to our understanding of the heterogeneity in physical dating violence victimization during adolescence and the malleable risk factors associated with each trajectory class for boys and girls. PMID:23212350

The Effect of Co-Teaching on Student Achievement in Ninth Grade Physical Science Classrooms

NASA Astrophysics Data System (ADS)

LaFever, Karen M.

Co-teaching is a method that is increasing within schools across the US as educators strive to leave no child behind. It is a costly method, having two paid instructors in one classroom, with an average of 24 students shared between them. If it significantly increases the achievement of all students, it is well worth the costs involved. However, few studies have analyzed the effectiveness of this method on student achievement. This research follows the academic accomplishments of students in a ninth grade physical science course. Nine sections of the course "Force and Motion" were taught with a single teacher, and two additional sections were co-taught, one led by a science-certified and special educator, and another co-taught by two science certified teachers. Subgroup achievement performance was analyzed to determine whether significant differences exist between students with or without IEPs, as well as other factors such as free and reduced lunch status or gender. The results show significance with the presence of a co-teacher, while there is minimal effect size of co-teaching in this study for students with IEPs. The benefactors in these ninth grade co-taught classes were the students without IEPs, an unintended result of co-teaching.

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

NASA Astrophysics Data System (ADS)

Howell, Donna

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. The researcher utilized a 4MAT learning cycle in two Physical Science Honors classes. One of these classes was traditionally delivered with lecture-type activities taking place inside the classroom and homework-type activities taking place at home; the other inverted, or flipped, delivered with lecture-type activities taking place outside the classroom and homework-type activities taking place inside the classroom. Existing unit pre and posttests for both classes were analyzed for differences in academic achievement. At the completion of the units, the flipped class students and parents were surveyed, and student focus groups were convened to ascertain their perceptions of the flipped classroom delivery model. Statistical analysis of posttest data revealed that there is no significant difference between the traditional lecture delivery format and the flipped delivery format. Analysis of perceptual data revealed six themes that must be considered when deciding to flip the classroom: how to hold students accountable for viewing the at-home videos, accessibility of students to the required technology, technical considerations relating to the video production, comprehension of the material both during and after viewing the videos, pedagogy of the overall flipped method, and preference for the flipped method overall. Findings revealed that students, parents, and the researcher all had a preference for the flipped class format, provided the above issues are addressed. The flipped class format encourages students to become more responsible for their learning, and, in addition, students reported that the hands-on inquiry activities done in class aided them in learning the subject matter. It is recommended, however, that before instructors decide to flip the classroom, they ensure that all students have access to needed technology, that there is a plan in place for ensuring that the students actually view the assigned videos, that they have a way to create the videos and ensure adequate quality, and that some discussion is held in class after each assigned video to ensure comprehension of the material.

Assessment of an undergraduate university chemistry course for science and engineering majors

NASA Astrophysics Data System (ADS)

Taggart, Austin Dale, II

An assessment of the introductory chemistry program for science and engineering majors at the University of Houston has been carried out. The goal of the study was to assess the program in light of its history and from the viewpoints of both the introductory chemistry students and their faculty members. Archival data for the program were reviewed over the time period 1998--2003. Included were the ethnographic data, the academic performance data of students as measured by their class grades, and the student satisfaction data as measured by their end-of-class student survey responses. Over 10,000 archival student records were reviewed. The existing end of class survey was expanded to cover a wider range of categories, including curriculum, instruction, student academic background, learning style, attitude, motivation, evaluation, and levels of effort. A survey pilot study and two research surveys were carried out; about one thousand students were surveyed in 2007--2008. By correlating the survey item responses given by students to their predicted student grades, student identified success factors were identified. Benchmarking insights from other successful programs and significant trends were provided to further benefit the program. Long interviews with four of the introductory chemistry instructors served to assess the nature of the program from the perspective of the teaching faculty. A set of 15 interview questions were posed to each faculty member, and the views of faculty embers were captured and summarized. The unintended consequences of maintaining high academic standards of success with evaluation based upon on-line problem solving for a student body with a great diversity of backgrounds in large lecture classes were high rates of failure and attrition. About half of the introductory chemistry students failed to complete their first semester course with a passing grade. Employing lecture styles that support greater student engagement, counseling underprepared students, enforcement of prerequisites, and ensuring that students in introductory chemistry are keeping up with assignments may also serve to improve attendance and achievement.

Relationship Between Active Learning Methodologies and Community College Students' STEM Course Grades

NASA Astrophysics Data System (ADS)

Clark Lesko, Cherish Christina

Active learning methodologies (ALM) are associated with student success, but little research on this topic has been pursued at the community college level. At a local community college, students in science, technology, engineering, and math (STEM) courses exhibited lower than average grades. The purpose of this study was to examine whether the use of ALM predicted STEM course grades while controlling for academic discipline, course level, and class size. The theoretical framework was Vygotsky's social constructivism. Descriptive statistics and multinomial logistic regression were performed on data collected through an anonymous survey of 74 instructors of 272 courses during the 2016 fall semester. Results indicated that students were more likely to achieve passing grades when instructors employed in-class, highly structured activities, and writing-based ALM, and were less likely to achieve passing grades when instructors employed project-based or online ALM. The odds ratios indicated strong positive effects (greater likelihoods of receiving As, Bs, or Cs in comparison to the grade of F) for writing-based ALM (39.1-43.3%, 95% CI [10.7-80.3%]), highly structured activities (16.4-22.2%, 95% CI [1.8-33.7%]), and in-class ALM (5.0-9.0%, 95% CI [0.6-13.8%]). Project-based and online ALM showed negative effects (lower likelihoods of receiving As, Bs, or Cs in comparison to the grade of F) with odds ratios of 15.7-20.9%, 95% CI [9.7-30.6%] and 16.1-20.4%, 95% CI [5.9-25.2%] respectively. A white paper was developed with recommendations for faculty development, computer skills assessment and training, and active research on writing-based ALM. Improving student grades and STEM course completion rates could lead to higher graduation rates and lower college costs for at-risk students by reducing course repetition and time to degree completion.

Silencing of voices in a Swedish science classroom

NASA Astrophysics Data System (ADS)

Ramos de Robles, S. Lizette

2018-03-01

From a sociocultural perspective, I discuss data from a Swedish science classroom presented in María Gómez's article "Student Explanations of their Science Teachers' Assessments, Grading Practices, and How they learn Science". In this discussion, I focus on the need to change existing conceptions of assessment in the teaching and learning of science. Next, I talk about the importance of taking into consideration the dialectic between agency and passivity as filters in order to understand what student silence may signify in science classes as well as in relation to their perceptions of assessment. I conclude with the importance of the teacher's role in developing formative assessment, along with the challenges in developing assessments which transform science education into a relevant field of knowledge for both students and society at large.

Neuroscience in middle schools: a professional development and resource program that models inquiry-based strategies and engages teachers in classroom implementation.

PubMed

MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J; Dubinsky, Janet M

2006-01-01

The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5-8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to "inquiry-based" teaching versus "lecture-based teaching." Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.

Neuroscience in Middle Schools: A Professional Development and Resource Program That Models Inquiry-based Strategies and Engages Teachers in Classroom Implementation

PubMed Central

MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J.

2006-01-01

The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5–8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to “inquiry-based” teaching versus “lecture-based teaching.” Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities. PMID:17012205

Space Science in the Kindergarten Classroom and Beyond

NASA Astrophysics Data System (ADS)

Bonett, D.

2000-12-01

With the advent of probes to our closest planet Mars and the multi-national construction of Earth's first International Space Station, it is not presumptive to introduce 5 year old school children to the space sciences. K. E. Little Elementary School is located in the community of Bacliff, Texas. It is the largest elementary school (950 students) in the Dickinson Independent School District. K. E. Little is a Title 1 school with a multi-ethnic student population. It's close proximity to the Johnson Space Center and the Lunar and Planetary Institute provide ample instructional support and material. Last fall, two kindergarten classes received space science instruction. Both were class sizes of 19 with one class predominantly children of Vietnamese immigrants. Our goal was to create curiosity and awareness through a year-long integrated space science program of instruction. Accurate information of the space sciences was conveyed through sources i.e. books and videos, as well as conventional song, movement, and artistic expression. Videotaping and photographs replaced traditional anecdotal records. Samples of student work were compiled for classroom and school display. This year, two fifth grade classes will receive space science instruction using the Jason Project XII curriculum. Students will engage in a year-long exploration of the Hawaiian Islands. Information will be conveyed via internet and live video presentations as well as traditional sources i.e. books and videos, as well as song, movement, and artistic expression. Comparison of volcanic activity in Hawaii to volcanoes on other planets will be one of several interplanetary correlations. Samples of student work will be compiled for classroom, school, and community display.

Enacting science

NASA Astrophysics Data System (ADS)

MacDonald, Anthony Leo

My study examines the development of forms of knowing that arise when students engage in open-ended explorations involving self-directed design and building involving simple materials. It is grounded in an enactivist theoretical perspective on cognition which holds that the creation of action-thought processes for engaging the world is interwoven with the meanings that are constructed for these experiences. A dynamic conception of persons-acting-in-a-setting is fundamental to an enactivist view of cognition. How is understanding enacted in building activity? How does the shape of a problem emerge? How do students enact meaning and understanding when they experience a high degree of physical engagement in building things? What are some characteristics of an enactive learning/teaching environment? My research settings comprise a range of individual, group and classroom engagements of varying lengths over a three and one-half year period. The first research episode involved two grade eight students in an investigation of Paper Towels. The second four month engagement was in a grade nine science class that culminated in the building of a Solar House. The third grade ten episode involved a one month project to build a Mousetrap Powered Car. A fourth Invent a Machine project was conducted in two grade eight science classes taught by the teacher who participated in the Solar House project. Two students were present in three of the four projects. I interviewed one of these students upon completion of his high school physics courses. I found that building is a form of thinking which develops competency in managing complex practical tasks. A triadic relationship of exploration, planning and acting is present. Practical and procedural understandings emerge as students enter and re-enter self-directed problem settings. Thinking patterns depend on the kinds of materials chosen, the ways they are used, and on how students contextualize the problem. Classroom assessment procedures gain complexity and incorporate process components as students become involved in establishing criteria for their work. Contemporary science programs emphasize using performance criteria to evaluate student learning in investigative activity. My study seeks to expand the notion of performance by identifying and portraying essential features of student action-thought.

How fifth grade Latino/a bilingual students use their linguistic resources in the classroom and laboratory during science instruction

NASA Astrophysics Data System (ADS)

Stevenson, Alma R.

2013-12-01

This qualitative, sociolinguistic research study examines how bilingual Latino/a students use their linguistic resources in the classroom and laboratory during science instruction. This study was conducted in a school in the southwestern United States serving an economically depressed, predominantly Latino population. The object of study was a fifth grade science class entirely comprised of language minority students transitioning out of bilingual education. Therefore, English was the means of instruction in science, supported by informal peer-to-peer Spanish-language communication. This study is grounded in a social constructivist paradigm. From this standpoint, learning science is a social process where social, cultural, and linguistic factors are all considered crucial to the process of acquiring scientific knowledge. The study was descriptive in nature, examining specific linguistic behaviors with the purpose of identifying and analyzing the linguistic functions of students' utterances while participating in science learning. The results suggest that students purposefully adapt their use of linguistic resources in order to facilitate their participation in science leaning. What is underscored in this study is the importance of explicitly acknowledging, supporting, and incorporating bilingual students' linguistic resources both in Spanish and English into the science classroom in order to optimize students' participation and facilitate their understanding.

The importance of teacher-student interpersonal relationships for Turkish students' attitudes towards science

NASA Astrophysics Data System (ADS)

Telli, Sibel; den Brok, Perry; Cakiroglu, Jale

2010-11-01

The purpose of this study was to examine associations between Turkish high school students' perceptions of their science teachers' interpersonal behaviour and their attitudes towards science. Students' perceptions of the teacher-student interpersonal relationship were mapped with the Questionnaire on Teacher Interaction (QTI), which uses two relational dimensions: influence and proximity. Data on Students' subject-related attitudes were collected with the Test of Science Related Attitudes (TOSRA). A total of 7484 students (Grades 9 to 11) from 278 science classes (55 public schools) in 13 major Turkish cities participated in the study. Multilevel analyses of variance indicated that influence was related with student enjoyment, while proximity was associated with attitudes towards inquiry and with enjoyment.

Closing Achievement Gaps with a Utility-Value Intervention: Disentangling Race and Social Class

PubMed Central

Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Priniski, Stacy J.; Hyde, Janet S.

2015-01-01

Many college students abandon their goal of completing a degree in STEM when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the two may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over four semesters of an introductory biology course (N = 1040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to CG-Majority students, was large in the control condition, .84 grade points (d = .98), and the treatment effect for FG-URM students was .51 grade points (d = 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate. PMID:26524001

Improving Student Learning through the Use of Classroom Quizzes: Three Years of Evidence from the Columbia Middle School Project

ERIC Educational Resources Information Center

Agarwal, Pooja K.; Roediger, Henry L., III; McDaniel, Mark A.; McDermott, Kathleen B.

2010-01-01

In this study, the authors examined whether a test-enhanced learning program, integrated with daily classroom practices, is effective in a middle school setting. Specifically, they implemented and experimentally evaluated a test-enhanced learning program in 6th-8th grade Social Studies, English, Science, and Spanish classes. Although laboratory…

Simulation Games as Advance Organizers in the Learning of Social Science Materials. Experiments 1-3.

ERIC Educational Resources Information Center

Livingston, Samuel A.

Three classroom experiments were conducted using a simulation game, Trade and Develop, designed for classroom use with students in grade six through twelve economic geography classes. The hypotheses tested were: a simulation game will motivate students to learn subject matter related to the game, and, the game will facilitate learning by acting as…

Revealing the Relationship between Reading Interest and Critical Thinking Skills through Remap GI and Remap Jigsaw

ERIC Educational Resources Information Center

Zubaidah, Siti; Corebima, Aloysius Duran; Mahanal, Susriyati; Mistianah

2018-01-01

The aim of this research was to reveal the relationship between student's reading interest and critical thinking skills through Reading Concept Map Group Investigation (Remap GI) and Reading Concept Map Jigsaw (Remap Jigsaw) learning models. To do so, two science classes from first grade of two Senior High Schools in Malang, Indonesia were…

How High Is It? An Educator's Guide with Activities Focused on Scale Models of Distances.

ERIC Educational Resources Information Center

Rosenberg, Carla B.; Rogers, Melissa J. B.

This guide focuses on scale models of distances. Activities also incorporate mathematics but can be used in science and technology grades 5-8 classes. The content of the book is divided into three sections: (1) Introductory Activities; (2) Core Activities; and (3) Activity/Assessment. Activities include: (1) KWL Chart; (2) Ball and String…

Interactive Projector as an Interactive Teaching Tool in the Classroom: Evaluating Teaching Efficiency and Interactivity

ERIC Educational Resources Information Center

Liu, Li-Ying; Cheng, Meng-Tzu

2015-01-01

This study reports on a measurement that is used to investigate interactivity in the classrooms and examines the impact of integrating the interactive projector into middle school science classes on classroom interactivity and students' biology learning. A total of 126 7th grade Taiwanese students were involved in the study and quasi-experimental…

Flushing High School, A Basic Trilingual Program. O.E.E. Evaluation Report, 1982-1983.

ERIC Educational Resources Information Center

Inman, Deborah; Schulman, Robert

In 1982-83, the Basic Trilingual Program at Flushing High School in Queens, New York, provided instruction in English as a Second Language (ESL) in 185 Hispanic and 51 Korean students of limited English proficiency in grades 9-12. The Hispanic students attended native language classes and bilingual courses in social studies, math, science, art,…

Insects & Other Arthropods. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. They also learn that there are more species of insects than any other animal class in the world. Insects are incredible creatures with many…

Online versus in the Classroom: Student Success in a Hands-On Lab Class

ERIC Educational Resources Information Center

Reuter, Ron

2009-01-01

This study compares learning success of online and on-campus students in a general education soil science course with lab and field components. Two terms of students completed standardized pre- and postassessments designed to test knowledge and skills from the lecture and lab content of the course. There was no difference in overall grade or lab…

Effectiveness of Student Response Systems in Terms of Learning Environment, Attitudes and Achievement

ERIC Educational Resources Information Center

Cohn, Stephen T.; Fraser, Barry J.

2016-01-01

In order to investigate the effectiveness of using Student Response Systems (SRS) among grade 7 and 8 science students in New York, the How Do You Feel About This Class? (HDYFATC) questionnaire was administered to 1097 students (532 students did use SRS and 565 students who did not use SRS). Data analyses attested to the sound factorial validity…

Can You Dig It? An Archaeology Unit Can Make Scientific Research Inviting and Fun

ERIC Educational Resources Information Center

Robinson, Alice

2005-01-01

Since archaeology is a branch of science that interests so many kids, Alice Robinson based a 10-week lesson for her sixth grade class on the subject. First, she prominently displayed archaeology books in the library, including Ancient Times by Guy Austrian and Archaeology for Kids by Richard Panchyk. After explaining the definition of archaeology…

Effects of Four Instructional Sequences on Application and Transfer. IDD&E Working Paper No. 12

ERIC Educational Resources Information Center

Chao, Chun-I; And Others

Using the Component Display Theory as an analyzing tool, this study compared the effects of expository and discovery methods of instruction on two learning outcomes, application and transfer. One hundred ninth grade students in each of four earth science classes were randomly assigned to five groups--four experimental groups designed to test four…

Exploring the Use of a Cartoon as a Learner Scaffold in the Planning of Scientific Investigations

ERIC Educational Resources Information Center

Ramnarain, Umesh

2012-01-01

Despite curriculum imperatives, in South Africa and worldwide, for learners to have more autonomy in investigations, they remain largely teacher controlled with learners having only limited opportunities in planning. This design-based study explored how a cartoon can be employed in a Grade 9 Natural Sciences class in prompting learners to plan…

Parental Practices and Achievement of Mexican and Chinese Immigrant Children in the USA: Assimilation Patterns?

ERIC Educational Resources Information Center

Bodovski, Katerina; Durham, Rachel E.

2010-01-01

The authors used the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) data to examine the mathematics and science achievement of two immigrant groups in the United States--Chinese and Mexican students. The authors also assessed variation in parental practices and fifth-grade achievement according to ethnicity and the age…

Building a Web in Science Instruction: Using Multiple Resources in a Swedish Multilingual Middle School Class

ERIC Educational Resources Information Center

Jakobson, Britt; Axelsson, Monica

2017-01-01

This study, on the unit measuring time, examines classroom use of different resources and their affordances for students' meaning-making. The data, comprising audio and video recordings, fieldnotes, photographs and student texts, were collected during a lesson in a multilingual Swedish grade 5 classroom (students aged 11-12). In order to analyse…

Translanguaging in a Latin@ Bilingual Community: Negotiations and Mediations in a Dual-Language Classroom

ERIC Educational Resources Information Center

Garza, Armando; Langman, Juliet

2014-01-01

Considering a Latin@ fifth-grade dual-language classroom (Spanish/English) as a community of practice, this paper explores how a bilingual teacher and her bilingual students, as members of such community, utilize translanguaging (García, 2009) as a learning and teaching tool in social studies and science classes. In this particular classroom, the…

The effects of using guided notes and review of science achievement for male and female students

NASA Astrophysics Data System (ADS)

Tyrrell, Diann Marie

2000-11-01

The National Science Foundation predicts a shortage of scientists and engineers within the next 15 years. Some agree that the participation of women in science will be required to help meet the future demand for scientists (Malcom, 1990). Consequently, conscientious teachers search for learning strategies that provide opportunities for young women to achieve success with others in their science classes. This research concerns a note taking and teaching strategy that involves seventh grade science students. The investigation measured student achievement under three prescribed conditions. The treatment conditions were reviewing, guided notes, and guided notes with reviewing. For this experiment, the Solomon four-group design was utilized. This 2 x 2 factorial design tested for treatment effect and pretest sensitivity. Data was collected on seventh grade boys (n = 119) and seventh grade girls (n = 139) in science. Comparisons were made between the boys and girls groups. The results showed that achievement improved significantly when reviewing car using guided notes independently. The results also shower that significant improvements in achievement were not observed when participants used guided notes and reviewing together. Analysis was completed to measure how well the participants performed according to gender. This research showed that both boys and girls significantly improved their achievement in science equally well for all treatment conditions. This research went a step further by factoring in cognitive ability test scores and comparing them to the treatment results. This provided the researcher with information on which treatment condition worked best for high or low achieving students.

Storms in Space: Bringing NASA Earth-Sun Science Educational Resources to Hearing- Impaired Students.

NASA Astrophysics Data System (ADS)

Lowry, K.; Sindt, M.; Jahn, J.

2007-12-01

Using assistive technology, children with hearing loss can actively participate in the hearing world. However, to develop the necessary skills, hearing-impaired students need to be immersed in a language-rich environment which compensates for the lack of "incidental" learning that typifies the language acquisition of their peers with typical hearing. For any subject matter taught in class, this means that the conceptual and language framework of the topic has to be provided in addition to regular class materials. In a collaboration between the Sunshine Cottage School for Deaf Children and the Southwest Research Institute, we are exploring how NASA-developed educational resources covering Space Science topics can be incorporated successfully in blended classrooms containing children with hearing loss and those with typical hearing in grades 3-5. Utilizing the extensive routine language monitoring performed at Sunshine Cottage, student progress is directly monitored during the year as well as from year to year. This allow us to evaluate the effectiveness of the resources used. Since all instruction at Sunshine Cottage is auditory-oral, our experiences in using those materials can be fed back directly into mainstream classrooms of the same grade levels.

Class Attendance in College: A Meta-Analytic Review of the Relationship of Class Attendance with Grades and Student Characteristics

ERIC Educational Resources Information Center

Crede, Marcus; Roch, Sylvia G.; Kieszczynka, Urszula M.

2010-01-01

A meta-analysis of the relationship between class attendance in college and college grades reveals that attendance has strong relationships with both class grades (k = 69, N = 21,195, p = 0.44) and GPA (k = 33, N = 9,243, p = 0.41). These relationships make class attendance a better predictor of college grades than any other known predictor of…

Using Clickers to Facilitate Development of Problem-Solving Skills

PubMed Central

Levesque, Aime A.

2011-01-01

Classroom response systems, or clickers, have become pedagogical staples of the undergraduate science curriculum at many universities. In this study, the effectiveness of clickers in promoting problem-solving skills in a genetics class was investigated. Students were presented with problems requiring application of concepts covered in lecture and were polled for the correct answer. A histogram of class responses was displayed, and students were encouraged to discuss the problem, which enabled them to better understand the correct answer. Students were then presented with a similar problem and were again polled. My results indicate that those students who were initially unable to solve the problem were then able to figure out how to solve similar types of problems through a combination of trial and error and class discussion. This was reflected in student performance on exams, where there was a statistically significant positive correlation between grades and the percentage of clicker questions answered. Interestingly, there was no clear correlation between exam grades and the percentage of clicker questions answered correctly. These results suggest that students who attempt to solve problems in class are better equipped to solve problems on exams. PMID:22135374

Teaching the Urban Student as a Whole: Utilizing Universal Skills in Science and Social Studies Interdisciplinary Curricula

NASA Astrophysics Data System (ADS)

Berg, Christianna

The purpose for this project is to utilize interdisciplinary curricula to emphasize transferable skills across the four main subject areas: reading, mathematics, science, and social studies. This project aims to provide a background for the creation of an interdisciplinary curricula that can be adjusted to current instructional programs being used in any classroom. The proposed curriculum is intended for a science and social studies elementary classroom where students rotate to a different mathematics and language arts classroom, but it could be applied to older grades or to self-contained classes. The proposed curriculum emphasizes problem solving, reading, and writing skills.

Transition Classes: Alternative Learning Environments That Perpetuate Inappropriate Curriculum in Surrounding Grades.

ERIC Educational Resources Information Center

Ostrowski, Patricia Maslin

Many schools across the United States have created a new grade between kindergarten and first grade, called transition classes, to deal with low-achieving kindergarten and first-grade students. Upon completion of the transition class, students return to a regular class, where they usually remain a year behind their age cohorts. This paper presents…

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.

The relative role of "A" level chemistry, physics and biology in the medical course.

PubMed

Tomilson, R W; Clack, G B; Pettingale, K W; Anderson, J; Ryan, K C

1977-03-01

The performance of 209 students in the 2nd MBBS, first clinical year and final MBBS examinations has been compared retrospectively with their grades in chemistry, physics and biology at "A" level. The mean grade has also been determined for students from different social classes and secondary education. Significant differences in marks for biology were found between successful and not so successful students, especially in the pre-clinical part of the course. Significnat differences in marks and significant correlations were also found for physics but not to any great extent for chemistry. The relative role of these three basic sciences in the medical course is discussed. The suggestion is made that there is a need for a re-appraisal of the privleged position of chemistry and an unquestioned science requirement for entry to medical school.

Electricity and Vital Force: Discussing the Nature of Science Through a Historical Narrative

NASA Astrophysics Data System (ADS)

Schiffer, Hermann; Guerra, Andreia

2015-05-01

Seeking a historical-philosophical approach to science teaching, narrative texts have been used as pedagogical tools to improve the learning experience of students. A review of the literature of different types of narrative texts and their different rates of effectiveness in science education is presented. This study was developed using the so-called Historical Narrative as a tool to introduce science content from a historical-philosophical approach, aiming to discuss science as a human construction. This project was carried out in a 9th grade Physics class in K-12 school, in Rio de Janeiro, Brazil. The steps involved in constructing a Historical Narrative based on the controversy over animal electrical fluid between Luigi Galvani and Alessandro Volta is reported herein. Finally, qualitative research results of the activities inspired by this Historical Narrative are presented with the purpose of answering the research question: to what extent do Historical Narratives support and enhance discussions about the Nature of Science (NOS), through teaching the scientific content in a historical-philosophical approach with 9th grade students? The results indicate that Historical Narrative, based on historical episodes, is a good "door opener" to teach scientific content in a historical-philosophical approach, introducing discussions about the Nature of Science without neglecting the scientific content or simplifying the discussions about the NOS.

Exploring environmental identity and behavioral change in an Environmental Science course

NASA Astrophysics Data System (ADS)

Blatt, Erica N.

2013-06-01

This ethnographic study at a public high school in the Northeastern United States investigates the process of change in students' environmental identity and proenvironmental behaviors during an Environmental Science course. The study explores how sociocultural factors, such as students' background, social interactions, and classroom structures, impact the environmental identity and behavior of students. In this investigation, the identity theory of emotion of Stryker (2004) from the field of sociology is utilized in the interpretation of students' reactions to classroom experiences as they proceed through the Environmental Science course. The participants in this study are an Environmental Science teacher and the 10-12th grade students in her Environmental Science elective course. The researcher collected data for a period of six months, attending class on a daily basis. Data was collected through participant observation, videotaping, interviews, and cogenerative dialogues. The results of this study inform science educators by illuminating important elements, such as students' emotional responses to activities in class, conflicting elements of students' identities, and students' openness and willingness to critically reflect upon new information, which contribute to whether a student is likely to change their views towards the environment and pro-environmental behaviors.

Redesigning a library-based genetics class research project through instructional theory and authentic experience.

PubMed

Tennant, Michele R; Edwards, Mary; Miyamoto, Michael M

2012-04-01

How can the library-based research project of a genetics course be reinvigorated and made sustainable without sacrificing educational integrity? The University of Florida's Health Science Center Library provides the case study. Since 1996, the librarian has codeveloped, supported, and graded all components of the project. In 2009, the project evolved from a single-authored paper to a group-work poster, with graded presentations hosted by the library. In 2010, students were surveyed regarding class enhancements. Responses indicated a preference for collaborative work and the poster format and suggested the changes facilitated learning. Instructors reported that the poster format more clearly documented students' understanding of genetics. Results suggest project enhancements contributed to greater appreciation, understanding, and application of classroom material and offered a unique and authentic learning experience, without compromising educational integrity. The library benefitted through increased visibility as a partner in the educational mission and development of a sustainable instructional collaboration.

The predictors of chemistry achievement of 12th grade students in secondary schools in the United Arab Emirates

NASA Astrophysics Data System (ADS)

Khalaf, Ali Khalfan

2000-10-01

The purpose of this study is to explore variables related to chemistry achievement of 12th grade science students in the United Arab Emirates (UAE). The focus is to identify student, teacher, and school variables that predict chemistry achievement. The analysis sample included 204 males and 252 females in 66 classes in 60 schools from 10 districts or bureaus of education in the UAE. Thirty-two male and 33 female chemistry teachers and 60 school principals were included. The Khalaf Chemistry Achievement Test, GALT, the Student Questionnaire, Teacher Questionnaire, and School Information Questionnaire were administered. Descriptive statistics, correlations, analyses of variance, factor analysis, and stepwise multiple linear regression analyses were done. The results indicate that demographic, home environment, prior knowledge, scholastic ability, attitudes and perceptions related to chemistry and science, and student perception of instructional practices variables correlated with student chemistry achievement. The amount of help teachers received from the supervisor, class size, and courses in geology were teacher variables that correlated with class chemistry achievement. Nine school variables involving school, division, and class sizes correlated with school chemistry achievement. Analyses of variance revealed significant interaction effects: district by school size and district by student gender. In two districts, students in small schools achieved better than those in large schools. Generally female students achieved equal to or better than males. Three factors from the factor analysis: School Size, Prior Student Achievement, and Student Perception of Teacher Effectiveness, correlated with school chemistry achievement. The results of the multiple linear regression indicated that the factors of Prior Student Achievement, Student Perception of Teacher Effectiveness, and Teacher Experience and Expertise accounted for 45% of the variance in school chemistry achievement. Results indicate that the strongest predictors of chemistry achievement are prior achievement in science, Arabic language, and mathematics; student perception of teacher effectiveness; and teacher experience and expertise. Females tend to achieve better in chemistry than males. No nationality differences were found and the relationship of school size to chemistry achievement was inconclusive. Recommendations related to chemistry and science are presented. These include curriculum, school practice, teacher professional development, and future research.

Learning Science Process Through Data Exploration and Writing

NASA Astrophysics Data System (ADS)

Prothero, W. A.

2007-12-01

One of the most effective ways of teaching science process is to have students take part in the same activities that practicing scientists engage in. These activities include studying the current research in the field, discussing ideas with colleagues, formulating a research problem, making a proposal defining the problem and plan of attack, presenting and writing about the results of the study, and critically reviewing the work of others. An inquiry curriculum can use these activities to guide the scaffolding of assignments and learning experiences that help students learn science process. At UCSB, students in a large general education oceanography class use real Earth data to study plate tectonics, the Indian Monsoon, climate change, and the health of the world fisheries. The end product for each subject has been a science paper based on Earth data. Over a period of approximately 15 years, the scaffolding of activities to prepare each student for the written assignments has been modified and improved, in response to student feedback and their success with the assignments. I have found that the following resources and sequence of activities help the oceanography students write good science papers. 1. Lecture: motivation and the opportunity for feedback and questions. 2. Textbook: background information. It is also possible to get the information from the internet, but unless the scope of reading is strictly defined, students don't know when to stop reading and become unhappy. 3. Online assignments: automatically graded assignments that force the student to keep up with reading. 4. Questions of the day: in-class handouts, with diagrams that the students either complete, or answer questions about. They are handed in and tallied, but not graded. They also inform the instructor of misconceptions. 5. Thought questions: student answers are posted on a threaded discussion list, and are due prior to lecture. The answers provide instructor feedback and guide the lecture. Students see their peers' answers only after entering their own. They can then improve their own answer ("Just In Time Teaching"). 6. Laboratory section activities: these introduce students to the course software, especially the data browsers, and the meaning of the data for the next writing assignment. For each meeting, a group inquiry activity results in a short class presentation by each group. This informs the teaching assistant (who teaches the lab section) of student understanding of the material, helps students become comfortable with the software, and supports students helping each other. 7. Written assignments. The assignments each require an approximately 1100-1600 word paper that includes abstract, introduction, data, interpretation, summary, and references. Images are captured from the data browser and included in the paper. The writing technology has evolved from papers handed in and graded by hand, to fully online hand-in and grading, to calibrated peer review, which was incorporated in the 2005 course. Calibrated peer review has the advantage that students see and evaluate their peers' papers. About 20% of the papers are graded by the instructor, resulting in a much lower instructor grading workload. Also, I suspect that a greater number of very short writing assignments in response to thought questions or min- inquiries might be an effective modification. The new "Learning With Data Workshop" will support many of the inquiry activities described here.

Comparative Critical Discourse Analysis (CDA): Interplay of discourses (D/D1) as third grade urban and suburban science students engage in hypothesis formulation and observation

NASA Astrophysics Data System (ADS)

Mendoza, Carmen Irene Reyes

This qualitative research project is a comparative analysis of Discourses (D/D1) while focused upon the science processes of hypothesis generation and observation in an urban versus suburban elementary science classroom. D designates the instructional and formal academic science Discourse and D1 represents the students' informal, social or home language D1iscourses. In particular, this research study is a critical discourse analysis that examines how the science processes of hypothesis formulation and observation are constituted through the interplay of classroom Discourses (D/D1) as two third grade science teachers teach the same kit-based, inquiry science lessons with their respective urban and suburban students. The research also considers ethnicity, social class, language, and the central role science teachers play mediating between children's everyday world and the world of science. Communicative approach and distinctive patterns of interaction between the European American teachers and their respective students are analyzed through a critical lens to examine underlying issues of equity and power embedded in the instructional Discourse of science. Critical Discourse Analysis (CDA) provides both the theoretical framework and analytical lens. The research informs development of linguistic-based "best" practices to contribute toward promoting greater science teacher awareness in creating linguistic environments that support all students' learning science Discourse and to serve as a springboard for future educational science researchers' use of CDA.

Using rock art as an alternative science pedagogy

NASA Astrophysics Data System (ADS)

Allen, Casey D.

College-level and seventh-grade science students were studied to understand the power of a field index, the Rock Art Stability Index (RASI), for student learning about complex biophysical environmental processes. In order to determine if the studied population was representative, 584 college and seventh-grade students undertook a concept mapping exercise after they had learned basic weathering science via in-class lecture. Of this large group, a subset of 322 college students and 13 seventh-grade students also learned RASI through a field experience involving the analysis of rock weathering associated with petroglyphs. After learning weathering through RASI, students completed another concept map. This was a college population where roughly 46% had never taken a "lab science" course and nearly 22% were from minority (non-white) populations. Analysis of student learning through the lens of actor-network theory revealed that when landscape is viewed as process (i.e. many practices), science education embodies both an alternative science philosophy and an alternative materialistic worldview. When RASI components were analyzed after only lecture, student understanding of weathering displayed little connection between weathering form and weathering process. After using RASI in the field however, nearly all students made illustrative concept maps rich in connections between weathering form and weathering process for all subcomponents of RASI. When taken as an aggregate, and measured by an average concept map score, learning increased by almost 14%, Among college minority students, the average score increase approached 23%. Among female students, the average score increase was 16%. For seventh-grade students, scores increased by nearly 36%. After testing for normalcy with Kolmogorov-Smirnov, t-tests reveal that all of these increases were highly statistically significant at p<0.001. The growth in learning weathering science by minority students, as compared to non-minority students, was also statistically significant at p<0.01. These findings reveal the power of field work through RASI to strengthen cognitive linkages between complex biophysical processes and the corresponding rock weathering forms.

Validity of peer grading using Calibrated Peer Review in a guided-inquiry, conceptual physics course

NASA Astrophysics Data System (ADS)

Price, Edward; Goldberg, Fred; Robinson, Steve; McKean, Michael

2016-12-01

Constructing and evaluating explanations are important science practices, but in large classes it can be difficult to effectively engage students in these practices and provide feedback. Peer review and grading are scalable instructional approaches that address these concerns, but which raise questions about the validity of the peer grading process. Calibrated Peer Review (CPR) is a web-based system that scaffolds peer evaluation through a "calibration" process where students evaluate sample responses and receive feedback on their evaluations before evaluating their peers. Guided by an activity theory framework, we developed, implemented, and evaluated CPR-based tasks in guided-inquiry, conceptual physics courses for future teachers and general education students. The tasks were developed through iterative testing and revision. Effective tasks had specific and directed prompts and evaluation instructions. Using these tasks, over 350 students at three universities constructed explanations or analyzed physical phenomena, and evaluated their peers' work. By independently assessing students' responses, we evaluated the CPR calibration process and compared students' peer reviews with expert evaluations. On the tasks analyzed, peer scores were equivalent to our independent evaluations. On a written explanation item included on the final exam, students in the courses using CPR outperformed students in similar courses using traditional writing assignments without a peer evaluation element. Our research demonstrates that CPR can be an effective way to explicitly include the science practices of constructing and evaluating explanations into large classes without placing a significant burden on the instructor.

Small-Group Learning in an Upper-Level University Biology Class Enhances Academic Performance and Student Attitudes Toward Group Work

PubMed Central

Nakonechny, Joanne; Cragg, Jacquelyn J.; Ramer, Matt S.

2010-01-01

To improve science learning, science educators' teaching tools need to address two major criteria: teaching practice should mirror our current understanding of the learning process; and science teaching should reflect scientific practice. We designed a small-group learning (SGL) model for a fourth year university neurobiology course using these criteria and studied student achievement and attitude in five course sections encompassing the transition from individual work-based to SGL course design. All students completed daily quizzes/assignments involving analysis of scientific data and the development of scientific models. Students in individual work-based (Individualistic) sections usually worked independently on these assignments, whereas SGL students completed assignments in permanent groups of six. SGL students had significantly higher final exam grades than Individualistic students. The transition to the SGL model was marked by a notable increase in 10th percentile exam grade (Individualistic: 47.5%; Initial SGL: 60%; Refined SGL: 65%), suggesting SGL enhanced achievement among the least prepared students. We also studied student achievement on paired quizzes: quizzes were first completed individually and submitted, and then completed as a group and submitted. The group quiz grade was higher than the individual quiz grade of the highest achiever in each group over the term. All students – even term high achievers –could benefit from the SGL environment. Additionally, entrance and exit surveys demonstrated student attitudes toward SGL were more positive at the end of the Refined SGL course. We assert that SGL is uniquely-positioned to promote effective learning in the science classroom. PMID:21209910

Small-group learning in an upper-level university biology class enhances academic performance and student attitudes toward group work.

PubMed

Gaudet, Andrew D; Ramer, Leanne M; Nakonechny, Joanne; Cragg, Jacquelyn J; Ramer, Matt S

2010-12-29

To improve science learning, science educators' teaching tools need to address two major criteria: teaching practice should mirror our current understanding of the learning process; and science teaching should reflect scientific practice. We designed a small-group learning (SGL) model for a fourth year university neurobiology course using these criteria and studied student achievement and attitude in five course sections encompassing the transition from individual work-based to SGL course design. All students completed daily quizzes/assignments involving analysis of scientific data and the development of scientific models. Students in individual work-based (Individualistic) sections usually worked independently on these assignments, whereas SGL students completed assignments in permanent groups of six. SGL students had significantly higher final exam grades than Individualistic students. The transition to the SGL model was marked by a notable increase in 10th percentile exam grade (Individualistic: 47.5%; Initial SGL: 60%; Refined SGL: 65%), suggesting SGL enhanced achievement among the least prepared students. We also studied student achievement on paired quizzes: quizzes were first completed individually and submitted, and then completed as a group and submitted. The group quiz grade was higher than the individual quiz grade of the highest achiever in each group over the term. All students--even term high achievers--could benefit from the SGL environment. Additionally, entrance and exit surveys demonstrated student attitudes toward SGL were more positive at the end of the Refined SGL course. We assert that SGL is uniquely-positioned to promote effective learning in the science classroom.

The Impact of an Informal Science Program on Students' Science Knowledge and Interest

NASA Astrophysics Data System (ADS)

Zandstra, Anne Maria

In this sequential explanatory mixed methods study, quantitative and qualitative data were used to measure the impact of an informal science program on eleventh grade students' science knowledge and interest. The local GEAR UP project has been working for six years with a cohort of students who were in eleventh and twelfth grade during the time of the study. Participants of this study were 122 eleventh grade students from this cohort. In the first, quantitative phase, state standardized test scores and a modified version of the Test of Science Related Attitudes (TOSRA) were used to measure participants' science knowledge and interest respectively. The findings of the quantitative phase revealed a small but significant correlation between students' attendance at the program elements (in total number of hours) and their science knowledge. In addition, small but significant correlations were found between (1) students' attendance at the mathematics program element and their total interest scores, (2) their mathematics attendance and the career interest subscore, and (3) their total attendance and the normality of scientist subscore. The qualitative data in the second phase consisted of focus group interviews with fourteen of the participants. Results of this phase showed that the majority of the focus group participants agreed that they had learned something from the GEAR UP field trips and half of them thought the field trips had impacted their grades and test scores. Furthermore, a majority of the focus group participants concurred that their experiences in the field trips had increased their interest in science. The purpose of the qualitative phase of this study was to provide explanations for the results of the quantitative phase. Explanations for the correlation between attendance and knowledge were that the field trips covered the same content as the formal science classes and that students learned more because they perceived the field trips as fun and hands-on. The correlations between attendance and interest were explained by the fact that students had the opportunity to see interesting aspects of science and interact with real scientists during the field trips.

An exploration of the perceptions, developmental reasoning levels, differences in learning processes, and academic achievement levels of students in introductory college microbiology

NASA Astrophysics Data System (ADS)

Poole, Barbara Ann Matherly

1997-11-01

This study explored the relationship between the grades students earned in introductory college microbiology and American College Testing scores, sex, race, age, GED or high school diploma, full-time or part-time student status, developmental reasoning levels, memory tactics, and expected achievement. The study also explored student perceptions at the beginning and the end of the microbiology courses for science preparation, expected achievement, relevancy of microbiology, and expectations for the course. Archival records for 121 freshman level and 119 sophomore level microbiology students were accessed to obtain final grades, ACT scores, sex, race, age, GED or high school diploma and full-time or part-time status. The same information was obtained for the 113 freshman level and the 85 sophomore level students who participated in the study. The study groups were given the Group Assessment of Logical Thinking to assess their level of formal reasoning ability, the Inventory of Learning Processes-Revised to assess three memory techniques, an initial perception survey, and an exit perception survey. Academic achievement in microbiology could not be predicted using composites of the predictor variables. There were significant relationships between the GALT scores and the predicted grades with both the freshman and the sophomore final grades. The Self-Efficacy Fact Retention scores and the Literal Memorization scores had significant relationships to the final grades of the freshmen but not the sophomores. There was not a significant relationship between the Deep Semantic scores and the final grades in either group. Students indicated that high school science had given them only a medium to low level of preparation for college microbiology. The sophomores felt that previous college science classes had given them a much better preparation for microbiology than did the freshmen students. Both groups expressed the importance of the laboratory experience to the understanding of science and also the relevancy of microbiology both to their chosen professions and to their own personal lives.

Negotiating the Inquiry Question: A Comparison of Whole Class and Small Group Strategies in Grade Five Science Classrooms

NASA Astrophysics Data System (ADS)

Cavagnetto, Andy R.; Hand, Brian; Norton-Meier, Lori

2011-03-01

The purpose of this study is to examine the effect of two strategies for negotiating the question for exploration during science inquiry on student achievement and teachers' perceptions. The study is set in the context of the Science Writing Heuristic. The first strategy (small group) consisted of each group of four students negotiating a question for inquiry with the teacher while the second strategy (whole class) consisted of the entire class negotiating a single question for inquiry with the teacher. The study utilized a mixed-method approach. A quasi-experimental repeated measures design was used to determine the effect of strategy on student achievement and semi-structured teacher interviews were used to probe the question of teacher perceptions of the two strategies. Teacher observations were conducted using the Reformed Teaching Observation Protocol (RTOP) to check for variation in implementation of the two strategies. Iowa Test of Basic Skills Science (ITBSS) (2005 and 2006) and teacher/researcher developed unit exams (pre and post) were used as student achievement measures. No statistically significant differences were found among students in the two treatment groups on the ITBSS or unit exams. RTOP observations suggest that teacher implementation was consistent across the two treatment strategies. Teachers disclosed personal preferences for the two strategies, indicating the whole class treatment was easier to manage (at least at the beginning of the school year) as students gained experience with science inquiry and the associated increased responsibility. Possible mechanisms linking the two strategies, negotiated questions, and student outcomes are discussed.

The Effects of Stimulus Writing Modality To Produce Writing Fluency in the Primary Grades.

ERIC Educational Resources Information Center

Duross, Christine; And Others

An action research project set out to increase students' writing fluency and investigate whether writing fluency varies as a function of writing prompts and directions given to students. Subjects were 62 students in a first-grade class, a second-grade class, and a fifth/sixth-grade Special Day class (all in this class are learning disabled) in a…

19 CFR 19.31 - Bulk wheat of different classes and grades not to be commingled in storage.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 19 Customs Duties 1 2010-04-01 2010-04-01 false Bulk wheat of different classes and grades not to... CONTROL OF MERCHANDISE THEREIN Space Bonded for the Storage of Wheat § 19.31 Bulk wheat of different classes and grades not to be commingled in storage. All wheat shall be stored by class and grade according...

Combining Laboratory Experiments with Digital Tools to Do Scientific Inquiry

ERIC Educational Resources Information Center

Kluge, Anders

2014-01-01

This qualitative study investigates the gap between a lab experiment and theory of science. Two groups of 4 students in 2 different classes in 11th grade (15-16 years old) are followed as they process results and experiences from a lab experiment using a digital environment. The experiment is as a part of a larger project about genes and cells,…

The Nation's Report Card[TM]: America's High School Graduates. Results of the 2009 NAEP High School Transcript Study. NCES 2011-462

ERIC Educational Resources Information Center

Nord, C.; Roey, S.; Perkins, R.; Lyons, M.; Lemanski, N.; Brown, J.; Schuknecht, J.

2011-01-01

This report presents information about the types of courses that high school graduates in the class of 2009 took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school coursetaking records and performance in mathematics and science on the National Assessment of…

Deepening What It Means to Read (and Write) Like a Historian: Progressions of Instruction across a School Year in an 11th Grade U.S. History Class

ERIC Educational Resources Information Center

Shanahan, Cynthia; Bolz, Michael J.; Cribb, Gayle; Goldman, Susan R.; Heppeler, Johanna; Manderino, Michael

2016-01-01

This article presents six goals for history literacy instruction created by Project Reading, Evidence, and Argumentation in Disciplinary Instruction (READI), an Institute of Education Sciences (IES) reading comprehension project. It describes how one Project READI high school teacher used the six learning goals to create instruction designed to…

Geometry as Objective Science in Elementary School Classrooms: Mathematics in the Flesh. Routledge International Studies in the Philosophy of Education

ERIC Educational Resources Information Center

Roth, Wolff-Michael

2011-01-01

This study examines the origins of geometry in and out of the intuitively given everyday lifeworlds of children in a second-grade mathematics class. These lifeworlds, though pre-geometric, are not without model objects that denote and come to anchor geometric idealities that they will understand at later points in their lives. Roth's analyses…

Research and Teaching: Does the Classroom Matter? How the Physical Space Affects Learning in Introductory Undergraduate Science Courses

ERIC Educational Resources Information Center

Young, Kaisa E.; Young, Chadwick H.; Beyer, Adam

2017-01-01

We compare student learning and perception data from astronomy, physics, and geology courses taught in a traditional classroom with individual desks to the same classes taught in a large auditorium. In a large student sample (1,593 students), there is no clear difference between rooms in measures of failure rates or average final grades. However,…

Tracking change over time: River flooding

USGS Publications Warehouse

,

2014-01-01

The objective of the Tracking Change Over Time lesson plan is to get students excited about studying the changing Earth. Intended for students in grades 5-8, the lesson plan is flexible and may be used as a student self-guided tutorial or as a teacher-led class lesson. Enhance students' learning of geography, map reading, earth science, and problem solving by seeing landscape changes from space.

Teaching earth science in the field: GPS-based educational trails as a practically relevant, empirical verified approach

NASA Astrophysics Data System (ADS)

Kisser, Thomas

2015-04-01

GPS devices are common use in the daily life and are used in geography classes increasingly often. Presently, specialist literature is merely descriptive and thematically reduced to the function of orientation. The questions whether they are an applicable tool for teaching earth science circumstances and if the lasting learning success shows any differences compared to normal lessons hold in a class room haven't been answered. Neurobiological and teaching psychological knowledge support the idea that students completing the GPS-based educational trail will learn more successful compared to students in a "normal" class: A successful contextualization of modern geomedia stimulates the motivation. Geocaches are also suitable for didactical structuration. The order of "Geopoints" is chosen in a way that the structure of the landscape is being displayed adequate. The students feel addressed affectively due to the real-life encounters and experience their environment consciously. The presented concept "GPS-based educational trail" is different from a normal geocache, which is merely a hide-and-seek-game. Here, the main focus lays on the field work and earth science. The GPS-decvices are used for the orientation between the Geopoints. In order to get two groups with characteristics as different as possible, due to their developmental psychology, age-related education of cognitive and methodical competence, classes from grade 5 (11 years old) and 11 (17 years old) have been chosen. The different cognitive states of development require different didactical approaches. For the 11 grade the topic "rearrangements of fluvial topography" is a possible one. Using the example of anthropogenic rearrangements of the Rheinaue wetlands near Karlsruhe the interdependency between human and environment can be shown. The "Nördlinger Ries" between the Swabian and the Franconian Jura has been chosen for grade 5. The typical elements of the Swabian Jura (karst formation, hydrogeology, typical vegetation) are provided just as well as the impressive special form of the impact tectonics. The learning success of the 441 probands is evaluated through an anonym, unheralded test in both grades, which prompt the cognitive competence three weeks after the treatment. The learning success of the GPS-based educational trail groups is compared to groups that completed the particular topics in a carousel activity in a "normal" class. Both treatments, the carousal activity and the GPS-educational-trail are similar, because the students work at one Geopoint / learning-station after another and the amount of time given in the same. It can be said, that the GPS-based educational trails evoke a better learning success than normal classes do, because the test results differ with partially (highly) significant differences and high effect sizes. As the feedback given by the included teachers suggests, the new concept of GPS-based educational trail is practically relevant and realizable in every-day life. So did teachers and trainees in several trainings. In the future, the concept could be enhanced through smartphones and tablets. Whether or not this could be a realistic option, will also be discussed.

Rules of the Game: Effects of a Game-based Metaphor on Instructional Activity Design and the Use of Student Mentors on Learning Outcomes in a Middle School General Science Class

NASA Astrophysics Data System (ADS)

Dowling, Angie

This study investigated the effects of a game-like environment on instructional activity design and the use of student mentors on learning outcomes in a middle school general science class. The participants for this study were 165 students, ages 13-14 years old, who were enrolled in 8th grade at a mid-Atlantic middle school. Two research questions were used to conduct the research: 1. Can science content be designed and successfully delivered instructionally using a game-like learning environment? 2. Does the use of student mentors/assistants help direct and maintain the flow of the class away from the technological issues toward the necessary learning outcomes while also increasing the science content understanding acquired by the mentors while also increasing class and student engagement? For this study an introductory biology unit was designed using a game-like curricular structure. Student mentors were utilized in order to aid focus on the content and not the technology. The results indicated that the instructional design of the unit using a game-like environment was successful and students exhibited learning. The mentor students were instrumental in steering their fellow students away from the “Siren’s Call” of the instrument (in this case StarLogo) and enabled increased focus on the content. Keywords: Trivial games, Serious Games, Epistemic Games, Student Mentors, StarLogo, Elaboration Theory.

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, they give voice to a group often underrepresented in studies of science (i.e., primarily nonwhite girls from working class families, many of whom speak English as a second language.) Thus this thesis provides new insights for researchers as well as teachers interested in science literacy and persistent gaps in science achievement.

Undergraduate basic science preparation for dental school.

PubMed

Humphrey, Sue P; Mathews, Robert E; Kaplan, Alan L; Beeman, Cynthia S

2002-11-01

In the Institute of Medicines report Dental Education at the Crossroads, it was suggested that dental schools across the country move toward integrated basic science education for dental and medical students in their curricula. To do so, dental school admission requirements and recommendations must be closely reviewed to ensure that students are adequately prepared for this coursework. The purpose of our study was twofold: 1) to identify student dentists' perceptions of their predental preparation as it relates to course content, and 2) to track student dentists' undergraduate basic science course preparation and relate that to DAT performance, basic science course performance in dental school, and Part I and Part II National Board performance. In the first part of the research, a total of ninety student dentists (forty-five from each class) from the entering classes of 1996 and 1997 were asked to respond to a survey. The survey instrument was distributed to each class of students after each completed the largest basic science class given in their second-year curriculum. The survey investigated the area of undergraduate major, a checklist of courses completed in their undergraduate preparation, the relevance of the undergraduate classes to the block basic science courses, and the strength of requiring or recommending the listed undergraduate courses as a part of admission to dental school. Results of the survey, using frequency analysis, indicate that students felt that the following classes should be required, not recommended, for admission to dental school: Microbiology 70 percent, Biochemistry 54.4 percent, Immunology 57.78 percent, Anatomy 50 percent, Physiology 58.89 percent, and Cell Biology 50 percent. The second part of the research involved anonymously tracking undergraduate basic science preparation of the same students with DAT scores, the grade received in a representative large basic science course, and Part I and Part II National Board performance. Using T-test analysis correlations, results indicate that having completed multiple undergraduate basic science courses (as reported by AADSAS BCP hours) did not significantly (p < .05) enhance student performance in any of these parameters. Based on these results, we conclude that student dentists with undergraduate preparation in science and nonscience majors can successfully negotiate the dental school curriculum, even though the students themselves would increase admission requirements to include more basic science courses than commonly required. Basically, the students' recommendations for required undergraduate basic science courses would replicate the standard basic science coursework found in most dental schools: anatomy, histology, biochemistry, microbiology, physiology, and immunology plus the universal foundation course of biology.

Assessment Tool Development for Extracurricular Smet Programs for Girls

NASA Astrophysics Data System (ADS)

House, Jody; Johnson, Molly; Borthwick, Geoffrey

Many different programs have been designed to increase girls' interest in and exposure to science, mathematics, engineering, and technology (SMET). Two of these programs are discussed and contrasted in the dimensions of length, level of science content, pedagogical approach, degree of self- vs. parent-selected participants, and amount of communitybuilding content. Two different evaluation tools were used. For one program, a modified version of the University of Pittsburgh's undergraduate engineering attitude assessment survey was used. Program participants' responses were compared to those from a fifth grade, mixed-sex science class. The only gender difference found was in the area of parental encouragement. The girls in the special class were more encouraged to participate in SMET areas. For the second program, a new age-appropriate tool developed specifically for these types of programs was used, and the tool itself was evaluated. The results indicate that the new tool has construct validity. On the basis of these preliminary results, a long-term plan for the continued development of the assessment tool is outlined.

Process Improvement: Addressing Attrition from the Uniformed Services University of the Health Sciences Nurse Anesthesia Program.

PubMed

Wilson, John Tyler; Gibbons, Susanne W; Wofford, Kenneth

2015-10-01

This retrospective cohort study examined the Uniformed Services University of the Health Sciences Registered Nurse Anesthesia program to identify reasons for high attrition rates. Relevant data were examined for 180 students enrolled in classes from 2005 through 2011. During that period, 40 students were dismissed or disenrolled, with the highest attrition rate (35%) occurring in the class of 2010. Evidence from this investigation indicates students who completed the program were younger, earned higher grade point averages while completing their undergraduate bachelor of science in nursing, and achieved higher analytic and total Graduate Record Examination scores than did students who withdrew or were dismissed. Gender differences were noted, as a greater proportion of women completed the program compared with men. Personal, family, and other issues frequently overlapped, with academic performance problems leading to attrition. Based on these findings, a number of important changes were made in the admission process to the USUHS RNA program and in the nonacademic mentoring and assistance offered to students.

Use of a Classroom Jury Trial To Increase Student Perception of Science as Part of Their Lives

NASA Astrophysics Data System (ADS)

Jones, Marjorie A.

1997-05-01

The concept of a jury trial in the classroom setting was used to present and discuss a current, controversial topic, the drug mifepristone (RU486). This drug is used as an abortion inducing agent although it has other clinical uses. The major goal was for students to see that science is a very important part of their lives. The class project involved discussions of the scientific, sociological, moral, ethical, religious, legal, as well as financial aspects of a real trial which involved a major science issue. Students were involved in role playing which included obtaining information and then participating in the mock trial. Student roles in this activity were as judges, defendant, jury, witnesses, lawyers, and court reporters. This four week project involved both verbal and written participation. Grades were based on both their oral and written on this project. The students found this a very interesting activity as evidenced by their enthusiasm. This class activity could be adapted to a variety of timely topics.

Patterns of Incorrect Responses on the FCI and Course Success

NASA Astrophysics Data System (ADS)

Wells, James; Mokaya, Fridah; Valente, Diego

The Force Concept Inventory (FCI) is often used to measure the effectiveness of instructional pedagogy in introductory physics courses both at the algebra- and calculus-based level. Scores on the FCI are correlated with the performance of students in a class, as measured by their final course grade. We have collected data from several semesters of first-semester introductory mechanics courses at a public 4-year university, taught in large-scale classrooms with pedagogy including elements of Just-in-Time Teaching pedagogy along with active learning course components. The data collected includes pre- and post-test FCI scores, midterm exam grades, and final course grades. We examine whether certain patterns of incorrect answers on the FCI post-test are predictive of course grades, indicating whether certain specific student preconceptions are more detrimental than others to the success of students in an introductory mechanics course. Funding from UConn - College of Liberal Arts and Sciences (CLAS).

Effects of explicit instruction on the acquisition of students' science inquiry skills in grades 5 and 6 of primary education

NASA Astrophysics Data System (ADS)

Kruit, P. M.; Oostdam, R. J.; van den Berg, E.; Schuitema, J. A.

2018-03-01

In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students in an explicit instruction condition received an eight-week intervention of explicit instruction on inquiry skills. In the lessons of the implicit condition, all aspects of explicit instruction were absent. Students in the baseline condition followed their regular science curriculum. In a quasi-experimental pre-test-post-test design, two paper-and-pencil tests and three performance assessments were used to examine the acquisition and transfer of inquiry skills. Additionally, questionnaires were used to measure metacognitive skills. The results of a multilevel analysis controlling for pre-tests, general cognitive ability, age, gender and grade level indicated that explicit instruction facilitates the acquisition of science inquiry skills. Specifically on the performance assessment with an unfamiliar topic, students in the explicit condition outperformed students of both the implicit and baseline condition. Therefore, this study provides a strong argument for including an explicit teaching method for developing inquiry skills in primary science education.

Integrating the Teaching of Space Science, Planetary Exploration And Robotics In Elementary And Middle School with Mars Rover Models

NASA Astrophysics Data System (ADS)

Bering, E. A.; Ramsey, J.; Smith, H.; Boyko, B. S.; Peck, S.; Arcenaux, W. H.

2005-05-01

The present aerospace engineering and science workforce is ageing. It is not clear that the US education system will produce enough qualified replacements to meet the need in the near future. Unfortunately, by the time many students get to high school, it is often too late to get them pointed toward an engineering or science career. Since some college programs require 6 units of high school mathematics for admission, students need to begin consciously preparing for a science or engineering curriculum as early as 6th or 7th grade. The challenge for educators is to convince elementary school students that science and engineering are both exciting, relevant and accessible career paths. This paper describes a program designed to help provide some excitement and relevance. It is based on the task of developing a mobile robot or "Rover" to explore the surface of Mars. There are two components to the program, a curriculum unit and a contest. The curriculum unit is structured as a 6-week planetary science unit for elementary school (grades 3-5). It can also be used as a curriculum unit, enrichment program or extracurricular activity in grades 6-8 by increasing the expected level of scientific sophistication in the mission design. The second component is a citywide competition to select the most outstanding models that is held annually at a local college or University. Primary (Grades 3-5) and middle school (Grades 6-8) students interested in science and engineering will design and build of a model of a Mars Rover to carry out a specific science mission on the surface of Mars. The students will build the models as part of a 6-week Fall semester classroom-learning or homework project on Mars. The students will be given design criteria for a rover, and be required to do basic research on Mars that will determine the operational objectives and structural features of their rover. This module may be used as part of a class studying general science, earth science, solar system astronomy or robotics or as a multi-disciplinary unit for a gifted and talented program. A written report on the science objectives and design features of the Rover is required. The program includes specific learning objectives in research skills, language arts (reading scientific literature, preparing a verbal presentation and writing a report), mathematics, science and engineering.The model will be mostly a mock-up, constructed at a minimal cost (estimated cost of less than 10-25) of mostly found objects and simple art supplies.

Differences in sociocultural environment perceptions associated with gender in science classrooms

NASA Astrophysics Data System (ADS)

Jegede, Olugbemiro J.; Akinsola Okebukola, Peter

An amount-of-learning outcome variable has been attributed to the environment in which teaching and learning are conducted. Studies carried out so far have, however, not focused on the sociocultural aspect of the classroom environment, which has been theorized to have potential influence on students' learning. The intent of this study was to examine the influence of five aspects of the sociocultural environment in science classes with particular reference to how these are perceived by boys and girls. The 30-item Socio-Cultural Environment Scale (SCES) developed by Jegede and Okebukola (1988) was used to collect data from 707 Nigerian secondary school students in Classes Four and Five (Grades 10 and 11, respectively). Authoritarianism, goal structure, African worldview, societal expectation, and sacredness of science were the five subscales studied. Sex differences were recorded in the societal expectation subscale. Most of the female subjects are of the opinion that society has a negative or low regard for their ability to do science and this has an effect on their motivation to undertake science-based careers. The reverse is true for boys. This perception is in agreement with the literature on sex differences in science education and highlights the social pressure that brings about subject preferences. The implications of these findings for science teaching and further research are highlighted.

Using Assistive Technology to Increase Vocabulary Acquisition and Engagement for Students with Learning Disabilities in the High School Science Classroom

NASA Astrophysics Data System (ADS)

Slemrod, Tal

There is a growing recognition of the importance and effectiveness of instruction in the STEM subjects, including science. The movement towards increased requirements and expectations in science presents a challenge to both students and teachers as many students with Learning Disabilities (LD) often particularly struggle in their science classes. The purpose of this study was to investigate the use of an assistive technology (AT) intervention targeting the acquisition of science vocabulary for adolescents with LD in a general education secondary biology classroom. Participants for this study included 3 secondary students with LD who were enrolled in a biology class. An alternating treatment design was used to compare the effects of a keyword mnemonic vocabulary intervention via index cards or iPod touch on student, vocabulary acquisition, academic engagement and disruptive behavior. All students' acquired the content vocabulary equally well during both conditions. When using the AT, students' engagement increased compared to baseline conditions. It was clear that the students had a strong interest in using AT to increase their grades and engagement, however the teachers had little access and training on using AT to support their students with disabilities.

Science Outcomes Assessment Plan (SOAP): Design phase

NASA Astrophysics Data System (ADS)

Webster, Zodiac T.; Gurkas, P.; Shaw, K.

2009-01-01

Columbus State University is under pressure to reduce the number of "unproductive grades” in its introductory science classes, to increase the number of STEM majors, and to assess the level of attainment of science outcomes in its general education courses for accreditation documentation. The authors designed a study to examine affective, cognitive, social, and classroom factors as predictors of success in science while also attempting to document the link between introductory "gateway to science major” course outcomes and the general education program. One of the factors probed is the match between students’ understanding of important learning outcomes of the course and the instructor's stated priorities. A very real risk in content focused courses (e.g., astronomy) is the mismatch between the university's stated outcomes for a general education science course (e.g., critical thinking) and the instructor's content related outcomes. This mismatch may become a barrier for students taking `required’ courses as they may not comprehend the rationale for the requirement, fail to engage in the course, and consequently receive a failing grade. Another possible factor affecting student success in science is the student reasoning level. Students who are concrete thinkers may not be as successful in introductory science classes that require advanced logical thinking about unfamiliar concepts. The authors hope to use the results of this study to help inform university practices such as placement into introductory science courses and for future faculty development.

An empirical study of the predictive validity of number grades in medical school using 3 decades of longitudinal data: implications for a grading system.

PubMed

Gonnella, Joseph S; Erdmann, James B; Hojat, Mohammadreza

2004-04-01

Context It is important to establish the predictive validity of medical school grades. The strength of predictive validity and the ability to identify at-risk students in medical schools depends upon assessment systems such as number grades, pass/fail (P/F) or honours/pass/fail (H/P/F) systems. Objective This study was designed to examine the predictive validity of number grades in medical school, and to determine whether any important information is lost in a shift from number to P/F and H/P/F grading systems. Subjects The participants in this prospective, longitudinal study were 6656 medical students who studied at Jefferson Medical College over 3 decades. They were grouped into 10 deciles based on their number grades in Year 1 of medical school. Methods Participants were compared on academic accomplishments in Years 2 and 3 of medical school, medical school class rank, delayed graduation and attrition, performance on medical licensing examinations and clinical competence ratings in the first postgraduate year. Results Results supported the short- and longterm predictive validity of the number grades. Ratings of clinical competence beyond medical school were predicted by number grades in medical school. We demonstrated that small differences in number grades are statistically meaningful, and that important information for identifying students in need of remedial education is lost when students who narrowly meet faculty's expectations are included with the rest of the class in a broad 'pass' category. Conclusions The findings refute the argument that knowledge of sciences basic to medicine is not critical to subsequent performance in medical school and beyond if an appropriate evaluation system is used. Furthermore, the results of this study raise questions about abandoning number grades in favour of a pass/fail system. Consideration of these findings in policy decisions regarding assessment systems of medical students is recommended.

Evaluating a grading change at UCSD school of medicine: pass/fail grading is associated with decreased performance on preclinical exams but unchanged performance on USMLE step 1 scores.

PubMed

McDuff, Susan G R; McDuff, DeForest; Farace, Jennifer A; Kelly, Carolyn J; Savoia, Maria C; Mandel, Jess

2014-06-30

To assess the impact of a change in preclerkship grading system from Honors/Pass/Fail (H/P/F) to Pass/Fail (P/F) on University of California, San Diego (UCSD) medical students' academic performance. Academic performance of students in the classes of 2011 and 2012 (constant-grading classes) were collected and compared with performance of students in the class of 2013 (grading-change class) because the grading policy at UCSD SOM was changed for the class of 2013, from H/P/F during the first year (MS1) to P/F during the second year (MS2). For all students, data consisted of test scores from required preclinical courses from MS1 and MS2 years, and USMLE Step 1 scores. Linear regression analysis controlled for other factors that could be predictive of student performance (i.e., MCAT scores, undergraduate GPA, age, gender, etc.) in order to isolate the effect of the changed grading policy on academic performance. The change in grading policy in the MS2 year only, without any corresponding changes to the medical curriculum, presents a unique natural experiment with which to cleanly evaluate the effect of P/F grading on performance outcomes. After controlling for other factors, the grading policy change to P/F grading in the MS2 year had a negative impact on second-year grades relative to first-year grades (the constant-grading classes performed 1.65% points lower during their MS2 year compared to the MS1 year versus 3.25% points lower for the grading-change class, p < 0.0001), but had no observable impact on USMLE Step 1 scores. A change in grading from H/P/F grading to P/F grading was associated with decreased performance on preclinical examinations but no decrease in performance on the USMLE Step 1 examination. These results are discussed in the broader context of the multitude of factors that should be considered in assessing the merits of various grading systems, and ultimately the authors recommend the continuation of pass-fail grading at UCSD School of Medicine.

Coal: Fuel of the Past, Hope of the Future. A Basic Teaching Unit on Energy. Revised.

ERIC Educational Resources Information Center

McDermott, Hugh, Ed.; Scharmann, Larry, Ed.

Recommended for grades 9-12 science and/or social studies classes, this 13-14 day unit is designed to allow students to explore coal and its properties, examining the nature of coal, where it is found, materials made from coal, and the role of coal in the past and its promise for the future. The unit consists of 11 activities with rationale,…

Under the Threat of Mount Saint Helens: A Study of Chronic Family Stress.

DTIC Science & Technology

1982-02-01

families plus 10 control families from Minneapolis, Minnesota). Husband, wife and one teenager were inter- viewed separately but simultaneously, then the...Study Center, 1014 Social Sciences Building, University of Minnesota, Minneapolis, 2234F Minnesota 55455 II. CONTROLLING OFFICE NAME AND ADDRESS 12...from Controlling Office) I. SECURITY CLASS. (of this report) unclassified 1a. DECL ASSI FICATION/ DOWN GRADING SCHEDULE IS. DISTRIBUTION STATEMENT

Improving Grading Consistency through Grade Lift Reporting

ERIC Educational Resources Information Center

Millet, Ido

2010-01-01

We define Grade Lift as the difference between average class grade and average cumulative class GPA. This metric provides an assessment of how lenient the grading was for a given course. In 2006, we started providing faculty members individualized Grade Lift reports reflecting their position relative to an anonymously plotted school-wide…

The Relationship between Sex-Role Stereotyping in TV Programming and Children's Autonomy.

ERIC Educational Resources Information Center

Olsen, Judith E.

Six classes with 20 students per class participated in a study to determine the effects of television programing's stereotyped images on children's autonomy (independence of thought and action). Classes of first and second grade students and two classes of fifth grade students were the experimental groups, while the third and sixth grade classes…

The effectiveness of multi modal representation text books to improve student's scientific literacy of senior high school students

NASA Astrophysics Data System (ADS)

Zakiya, Hanifah; Sinaga, Parlindungan; Hamidah, Ida

2017-05-01

The results of field studies showed the ability of science literacy of students was still low. One root of the problem lies in the books used in learning is not oriented toward science literacy component. This study focused on the effectiveness of the use of textbook-oriented provisioning capability science literacy by using multi modal representation. The text books development method used Design Representational Approach Learning to Write (DRALW). Textbook design which was applied to the topic of "Kinetic Theory of Gases" is implemented in XI grade students of high school learning. Effectiveness is determined by consideration of the effect and the normalized percentage gain value, while the hypothesis was tested using Independent T-test. The results showed that the textbooks which were developed using multi-mode representation science can improve the literacy skills of students. Based on the size of the effect size textbooks developed with representation multi modal was found effective in improving students' science literacy skills. The improvement was occurred in all the competence and knowledge of scientific literacy. The hypothesis testing showed that there was a significant difference on the ability of science literacy between class that uses textbooks with multi modal representation and the class that uses the regular textbook used in schools.

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 analysis of covariance (MANCOVA) was conducted. Findings indicated that explicit NOS instruction was effective for all students except minority (Black, Hispanic, Asian, or multiracial) male students in improving NOS understandings. Furthermore, all students that received NOS instruction demonstrated decreased anxiety towards science. Future research should focus on long-term investigations of changes in anxiety and value of research constructs with regards to NOS instruction.

Atom Surprise: Using Theatre in Primary Science Education

NASA Astrophysics Data System (ADS)

Peleg, Ran; Baram-Tsabari, Ayelet

2011-10-01

Early exposure to science may have a lifelong effect on children's attitudes towards science and their motivation to learn science in later life. Out-of-class environments can play a significant role in creating favourable attitudes, while contributing to conceptual learning. Educational science theatre is one form of an out-of-class environment, which has received little research attention. This study aims to describe affective and cognitive learning outcomes of watching such a play and to point to connections between theatrical elements and specific outcomes. "Atom Surprise" is a play portraying several concepts on the topic of matter. A mixed methods approach was adopted to investigate the knowledge and attitudes of children (grades 1-6) from two different school settings who watched the play. Data were gathered using questionnaires and in-depth interviews. Analysis suggested that in both schools children's knowledge on the topic of matter increased after the play with younger children gaining more conceptual knowledge than their older peers. In the public school girls showed greater gains in conceptual knowledge than boys. No significant changes in students' general attitudes towards science were found, however, students demonstrated positive changes towards science learning. Theatrical elements that seemed to be important in children's recollection of the play were the narrative, props and stage effects, and characters. In the children's memory, science was intertwined with the theatrical elements. Nonetheless, children could distinguish well between scientific facts and the fictive narrative.

Effects of professional development on the knowledge and classroom practices of elementary school science teachers

NASA Astrophysics Data System (ADS)

Minuskin, Sondra

The purpose of this study was to determine the effects of professional development on the knowledge and classroom practices of teachers of science in kindergarten through Grade 5. These teachers, trained to be generalists in the content areas, were strongly prepared in pedagogical practices, reading skills, basic language arts, and mathematics content areas. Science reform has led to more content-specific science standards that were difficult for these unprepared teachers to address without professional development. The researcher implemented a professional development program that used a collaborative model involving 8 teachers in Grade 4. The researcher conducted the professional development, assisted at times by personnel from the New Jersey State Department of Education. The new standards were learned, reinforced, and adopted. The data that were analyzed to determine the effects of the professional development came from a comparison of student achievement of the classes of 2 sets of teachers in Grade 4, one of which was the control set ( n = 8). The other was the experimental set (n = 8). The researcher administered pre- and postintervention content tests to both groups to measure teacher knowledge. In addition, the researcher reviewed lesson plans, conducted observations, and administered surveys to determine whether professional development in science impacted teacher practices in the classroom. This limited study suggested that teacher instruction did not significantly differ after professional development intervention. It also suggested that teacher content knowledge did not significantly increase due to the intervention. The researcher believes that local factors influenced the outcome and recommends a more systemic program that includes the involvement of all stakeholders.

The effects of student-level and classroom-level factors on elementary students' science achievement in five countries

NASA Astrophysics Data System (ADS)

Kaya, Sibel

The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects (Lamb & Fullarton, 2002) as well as understanding how these factors operate across countries (Baker, Fabrega, Galindo, & Mishook, 2004). The current study examined the individual student factors and classroom factors on fourth grade science achievement within and across five countries. Guided by the previous school learning models, the elements of students' science learning were categorized as student-level and classroom-level factors. The student-level factors included gender, self-confidence in science, and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the United States and four other countries, Singapore, Japan, Australia, and Scotland were reported. Multilevel effects of student and classroom variables were examined through Hierarchical Linear Modeling (HLM) using the Trends in International Mathematics and Science Study (TIMSS) 2003 fourth grade dataset. The outcome variable was the TIMSS 2003 science score. Overall, the results of this study showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student-level, higher levels of home resources and self-confidence and at the classroom-level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the U.S. and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the U.S. and Australia. Experimental studies that investigate the impacts of teacher and instructional factors on elementary science achievement are needed. For all the countries investigated, with the exception of Singapore, the between-class variance was much smaller than the within-class variance. Japan had the smallest variation in science achievement among classrooms which indicates the homogeneity across classrooms in Japan. Increasing awareness and knowledge of gender neutral instructional techniques, providing a non-threatening, rich and supportive environment for both genders in classrooms by elementary teachers are to be encouraged. To improve students' self beliefs about science, it is recommended that teachers model science activities and accommodate students' needs and abilities (Bandura, 1997; Britner & Pajares, 2006). Schools and teachers are recommended to develop a successful home-school partnership for improved student learning and positive attitudes toward science (Eccles & Harold, 1996; Epstein & Salinas, 2004). Furthermore, developing a knowledge base for teachers regarding the influences of classroom and school composition is highlighted (Honig, Kahne, & McLaughlin, 2001; Murrel, 2001). At the classroom- and school-level, policy efforts could focus on the distribution of educational resources (Condron & Roscigno, 2003; Goesling, 2003) to compensate for poor family background.

Trends in gender diversity American soil science classes: 2004-2005 to 2013-2014 academic years

NASA Astrophysics Data System (ADS)

Lindbo, David L.; Brevik, Eric C.; Vaughan, Karen L.; Parikh, Sanjai J.; Dilliver, Holly; Steffan, Joshua J.; Weindorf, David; McDaniel, Paul; Mbila, Monday; Edinger-Marshall, Susan; Thomas, Pamela

2017-04-01

A diverse workforce has been viewed for a long time as a healthy workforce. Traditionally however Soil Science has been seen as a male dominated field. The total number of female students enrolled showed increasing trends in all classes investigated during this study, but the percentage of female students showed a decline when analyzed by total students enrolled and also declined in four of the seven individual classes investigated. While both total enrollment and female enrollment increased during the study, male enrollment increased more rapidly than female enrollment. Soil biology/microbiology classes had a trend of more than 45% female enrollment throughout the study period, but many classes had less than 40% female enrollment, especially after the 2008-2009 academic year, and some hovered around only 35% female enrollment. The percentage of female soil science students had increased in the USA and Canada from 1992 to 2004 (Baveye et al., 2006) and Miller (2011) reported an increase in the number of female students at Iowa State University in the early 2000s. Therefore, the decrease in percentage of female soil science students found in our study was disappointing, even though absolute numbers of female students increased. It appears there is still a need to find ways to better market soil science coursework to female students. One possible way to accomplish this is to take advantage of the fact that many schools are now focusing efforts on STEM training specifically for females in grades 5-12, whereby science projects, after school programs, and mentorship can substantively influence females to pursue science-based fields in college. Another possibility is to promote the trends in female employment. As an example female employment within the Soil Science Division of the USDA-NRCS has increased over the same period. It should also be noted that the number of females in leadership roles has also increased. As a profession, soil science should look to take advantage of these types of opportunities. Baveye, P., A.R. Jacobson, S.E. Allaire, J.P. Tandarich, and R.B. Bryant. 2006. Whither goes soil science in the United States and Canada? Soil Sci. 171:501-518. Miller, B.A. 2011. Marketing and branding the agronomy major at Iowa State University. J. Nat. Res. Life Sci. Educ. 40:1-9. doi:10.4195/jnrlse.2009.0037u.

Effect of levels of inquiry model of science teaching on scientific literacy domain attitudes

NASA Astrophysics Data System (ADS)

Achmad, Maulana; Suhandi, Andi

2017-05-01

The aim of this research was to obtain an overview of the increase scientific literacy attitudes domain in high school students as the effects of the Levels of Inquiry (LOI) model of science teaching. This research using a quasi-experimental methods and randomizedpretest-posttest control group design. The subject of this research was students of grade X in a senior high school in Purwakarta and it consists of two classes who were divided into experimental class (30 students) and control class (30 students). While experimental class was taught LOIand control class was taught Interactive Lecture Demonstration (ILD). Data were collected using an attitude scale scientific literacy test which is based on the Likert scale. Data were analyzed using normality test, homogeneity test, and t-test to the value of N-gain attitude of scientific literacy scale test. The result of percentage average N-gain experimental class and control are 49 and 31 that classified into medium improvement category. Based on the results of hypothesis testing on the N-gain value obtained by the Sig.(One-tailed) 0.000 < 0.050, it means that H1 was accepted. The results showed that scientific literacy domain attitude of students who got learning by LOI is higher than students who got learning by ILD. It can be concluded that the effect of LOI is better to improve scientific literacy domain attitudes significantly.

Perceived impact on student engagement when learning middle school science in an outdoor setting

NASA Astrophysics Data System (ADS)

Abbatiello, James

Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes outdoors for regular classroom instruction. This study identified the potential impacts that learning in an outdoor setting might have on student engagement when learning middle school science. One sixth-grade middle school class participated in this case study, and students participated in outdoor intervention lessons where the instructional environment was a courtyard on the middle school campus. The outdoor lessons consisted of the same objectives and content as lessons delivered in an indoor setting during a middle school astronomy unit. Multiple sources of data were collected including questionnaires after each lesson, a focus group, student work samples, and researcher observations. The data was triangulated, and a vignette was written about the class' experiences learning in an outdoor setting. This study found that the feeling of autonomy and freedom gained by learning in an outdoor setting, and the novelty of the outdoor environment did increase student engagement for learning middle school science. In addition, as a result of this study, more work is needed to identify how peer to peer relationships are impacted by learning outdoors, how teachers could best utilize the outdoor setting for regular science instruction, and how learning in an outdoor setting might impact a feeling of stewardship for the environment in young adults.

LEARNING EFFICIENCY AS A FUNCTION OF DEPICTION, VERBALIZATION, GRADE AND SOCIAL CLASS.

ERIC Educational Resources Information Center

ROHWER, WILLIAM D., JR.; AND OTHERS

LEARNING EFFICIENCY AS A FUNCTION OF DEPICTION, VERBALIZATION, GRADE LEVEL, AND SOCIAL CLASS WAS EXPLORED BY ASKING 384 KINDERGARTEN, FIRST-, THIRD-, AND SIXTH-GRADE CHILDREN FROM BOTH MIDDLE-CLASS AND LOWER-CLASS AREAS TO LEARN A LIST OF 24 PAIRED ASSOCIATES. ALL PAIRS WERE PRESENTED PICTORIALLY BY A STUDY-TEST METHOD FOR TWO LEARNING TRIALS. THE…

Children with Co-occurring Academic and Behavior Problems in First grade: Distal Outcomes in Twelfth Grade

PubMed Central

Darney, Dana; Reinke, Wendy M.; Herman, Keith C.; Stormont, Melissa; Ialongo, Nicholas S.

2012-01-01

The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678 predominately African American first-grade students. The type and number of classes identified in first grade differed by gender, but results indicated that students within the classes of behavior and academic problems had long-term negative outcomes in the twelfth grade. The class with co-occurring academic and behavior problems in first grade had the greatest risk for negative distal outcomes for both boys and girls including higher likelihood of special education placement, mental health service use, poor academic achievement, and school dropout. Implications for prevention, early intervention, and current practices in schools are discussed. PMID:23375176

Exploring scientific creativity of eleventh-grade students in Taiwan

NASA Astrophysics Data System (ADS)

Liang, Jia-Chi

2002-04-01

Although most researchers focus on scientists' creativity, students' scientific creativity should be considered, especially for high school and college students. It is generally assumed that most professional creators in science emerge from amateur creators. Therefore, the purpose of this study is to investigate the relationship between students' scientific creativity and selected variables including creativity, problem finding, formulating hypotheses, science achievement, the nature of science, and attitudes toward science for finding significant predictors of eleventh grade students' scientific creativity. A total of 130 male eleventh-grade students in three biology classes participated in this study. The main instruments included the Test of Divergent Thinking (TDT) for creativity measurement, the Creativity Rating Scale (CRS) and the Creative Activities and Accomplishments Check Lists (CAACL ) for measurement of scientific creativity, the Nature of Scientific Knowledge Scale (NSKS) for measurement of the nature of science, and the Science Attitude Inventory II (SAI II) for measurement of attitudes toward science. In addition, two instruments on measuring students' abilities of problem finding and abilities of formulating hypotheses were developed by the researcher in this study. Data analysis involved descriptive statistics, Pearson product-moment correlations, and stepwise multiple regressions. The major findings suggested the following: (1) students' scientific creativity significantly correlated with some of selected variables such as attitudes toward science, problem finding, formulating hypotheses, the nature of science, resistance to closure, originality, and elaboration; (2) four significant predictors including attitudes toward science, problem finding, resistance to closure, and originality accounted for 48% of the variance of students' scientific creativity; (3) there were big differences between students with a higher and a lower degree of scientific creativity on the variables of family support, career images, and readings about science; and (4) many students were confused about the creative and moral levels on NSKS and the concept of "almighty of science" and purposes of science on SAI II. The results of this study may provide a more holistic and integrative interpretation of students' scientific creativity and propose better ways of evaluating students' scientific creativity. In addition, the research results may encourage teachers to view scientific creativity as an ability that can be enhanced through various means in classroom science teaching.

Integrating science education and marine conservation through collaborative partnerships.

PubMed

Martin, Jeannie Miller; Higgins, Katie; Lee, Kristin; Stearns, Kira; Hunt, Lori

2015-06-15

The Georgia Sea Turtle Center has a mission of conservation based rehabilitation, research, and education. Marine debris is a serious threat to marine species. In an effort to educate local students, the GSTC obtained a grant to provide educational opportunities to local third graders. Third and fourth grade classes in Glynn County, Georgia were offered a Garbage in the Water program and 964 students were reached. After programming, students showed a statistically significant (p<.0001) increase in test scores between the pre and posttests. This success led to repeat funding for additional programming for first grades as well as a formalized relationship with the Glynn County School District. As part of this relationship the Georgia Sea Turtle Center is now the official field trip location for all third grades in the district. Copyright © 2015 Elsevier Ltd. All rights reserved.

Redesigning a library-based genetics class research project through instructional theory and authentic experience*

PubMed Central

Tennant, Michele R; Edwards, Mary; Miyamoto, Michael M

2012-01-01

Question: How can the library-based research project of a genetics course be reinvigorated and made sustainable without sacrificing educational integrity? Setting: The University of Florida's Health Science Center Library provides the case study. Methods: Since 1996, the librarian has codeveloped, supported, and graded all components of the project. In 2009, the project evolved from a single-authored paper to a group-work poster, with graded presentations hosted by the library. In 2010, students were surveyed regarding class enhancements. Results: Responses indicated a preference for collaborative work and the poster format and suggested the changes facilitated learning. Instructors reported that the poster format more clearly documented students' understanding of genetics. Conclusion: Results suggest project enhancements contributed to greater appreciation, understanding, and application of classroom material and offered a unique and authentic learning experience, without compromising educational integrity. The library benefitted through increased visibility as a partner in the educational mission and development of a sustainable instructional collaboration. PMID:22514504

Evaluating a grading change at UCSD school of medicine: pass/fail grading is associated with decreased performance on preclinical exams but unchanged performance on USMLE step 1 scores

PubMed Central

2014-01-01

Background To assess the impact of a change in preclerkship grading system from Honors/Pass/Fail (H/P/F) to Pass/Fail (P/F) on University of California, San Diego (UCSD) medical students’ academic performance. Methods Academic performance of students in the classes of 2011 and 2012 (constant-grading classes) were collected and compared with performance of students in the class of 2013 (grading-change class) because the grading policy at UCSD SOM was changed for the class of 2013, from H/P/F during the first year (MS1) to P/F during the second year (MS2). For all students, data consisted of test scores from required preclinical courses from MS1 and MS2 years, and USMLE Step 1 scores. Linear regression analysis controlled for other factors that could be predictive of student performance (i.e., MCAT scores, undergraduate GPA, age, gender, etc.) in order to isolate the effect of the changed grading policy on academic performance. The change in grading policy in the MS2 year only, without any corresponding changes to the medical curriculum, presents a unique natural experiment with which to cleanly evaluate the effect of P/F grading on performance outcomes. Results After controlling for other factors, the grading policy change to P/F grading in the MS2 year had a negative impact on second-year grades relative to first-year grades (the constant-grading classes performed 1.65% points lower during their MS2 year compared to the MS1 year versus 3.25% points lower for the grading-change class, p < 0.0001), but had no observable impact on USMLE Step 1 scores. Conclusions A change in grading from H/P/F grading to P/F grading was associated with decreased performance on preclinical examinations but no decrease in performance on the USMLE Step 1 examination. These results are discussed in the broader context of the multitude of factors that should be considered in assessing the merits of various grading systems, and ultimately the authors recommend the continuation of pass-fail grading at UCSD School of Medicine. PMID:24980918

Scientist Spotlight Homework Assignments Shift Students' Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class.

PubMed

Schinske, Jeffrey N; Perkins, Heather; Snyder, Amanda; Wyer, Mary

2016-01-01

Research into science identity, stereotype threat, and possible selves suggests a lack of diverse representations of scientists could impede traditionally underserved students from persisting and succeeding in science. We evaluated a series of metacognitive homework assignments ("Scientist Spotlights") that featured counterstereotypical examples of scientists in an introductory biology class at a diverse community college. Scientist Spotlights additionally served as tools for content coverage, as scientists were selected to match topics covered each week. We analyzed beginning- and end-of-course essays completed by students during each of five courses with Scientist Spotlights and two courses with equivalent homework assignments that lacked connections to the stories of diverse scientists. Students completing Scientist Spotlights shifted toward counterstereotypical descriptions of scientists and conveyed an enhanced ability to personally relate to scientists following the intervention. Longitudinal data suggested these shifts were maintained 6 months after the completion of the course. Analyses further uncovered correlations between these shifts, interest in science, and course grades. As Scientist Spotlights require very little class time and complement existing curricula, they represent a promising tool for enhancing science identity, shifting stereotypes, and connecting content to issues of equity and diversity in a broad range of STEM classrooms. © 2016 J. N. Schinske et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Critical incidents influencing students' selection of elective science

NASA Astrophysics Data System (ADS)

Essary, Danny Ray

Purpose of the study. The purpose of the study was to investigate the critical incidents that determined high school students' self selection into and out of elective science classes. The Critical Incident Technique was used to gather data. Procedure. Subjects for study were 436 students attending five high schools within the geographical boundaries of a Northeast Texas County. Each student was enrolled in a senior level government/economics course during the spring semester of 1997. Students enrolled and in attendance during data collection procedures were subjects of the study. The subjects recorded 712 usable critical incidents. Incidents were categorized by examiners and a total of eleven incident categories emerged for analysis purposes. Incident frequencies were categorized by sample population, selectors, and nonselectors; subdivided by gender. Findings. The following categories emerged for study; (A) Mentored, (B) Requirements, (C) Personal Interest(s), (D) Level of Difficulty, (E) Time Restraints, (F) Future Concerns, (G) Grades, (H) Teacher, (I) Peer Influence, (J) Challenge, (K) Other Academic Experiences. Data were analyzed qualitatively to answer research questions and quantitatively to test hypotheses. There was an emergence of ten incident categories for nonselectors and an emergence of eleven incident categories for selectors. Of the twelve hypotheses, four failed to be rejected and eight were rejected. Conclusions. Nonselectors and selectors of elective science were influenced by various external factors. Requirements were influential for nonselectors. Nonselectors chose to select the minimum number of science classes necessary for graduation. Selectors were influenced by curriculum requirements, future concerns and mentors. Special programs that required extra science classes were influential in students' decisions to enroll in elective science. Gender differences were not influential for selectors or nonselectors of elective science.

Cosmic Explorers and Star Docent Youth Programs at Henize Observatory

NASA Astrophysics Data System (ADS)

Kabbes, J.

2013-04-01

The Karl G. Henize Observatory at Harper Community College has long served Harper students and the community. College students fulfill observing requirements for astronomy and physical science classes while the general public views objects through a variety of telescopes. In the spring of 2011, the observatory was in trouble. The long time observatory manager had left, the volunteer staff consisted of two individuals, and the Astronomy Club, which traditionally provided staff to operate the observatory, was moribund. We only drew 20-30 visitors for our bi-weekly public sessions. To face such a challenge, two recent complimentary programs, The Cosmic Explorers for grades 3-6 and the Star Docents for students in grades 7-12 were implemented.

A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

NASA Astrophysics Data System (ADS)

Torres, Hector Neftali, Sr.

2000-11-01

The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This lends support to Cummins' theoretical framework, which indicates that learning science content subject matter requires cognitive academic language proficiency (CALP). The study also indicates that CALP maybe the combination of high order English language proficiency and high levels of reasoning skills. (Abstract shortened by UMI.)

The Reflective Experimental Construction of Meanings about the Shape of the Earth and the Alternation of Day and Night

ERIC Educational Resources Information Center

Varela, Paulo

2012-01-01

The purpose of this paper is to describe and analyze the process of construction of meaning about the shape of the Earth and the alternation of day and night, which is inherent to the practice of experimental science teaching. This teaching practice was gradually done by the researcher in a 1st grade class of a Portuguese primary school. The class…

Trajectories of Math Achievement and Perceived Math Competence over High School and Postsecondary Education: Effects of an All-Girl Curriculum in High School

ERIC Educational Resources Information Center

Shapka, Jennifer D.

2009-01-01

This study investigated the benefits of all-girls' classroom instruction in math and/or science during Grades 9 and/or 10, within the context of a public co-educational high school. There were 118 participants in this longitudinal investigation: 26 girls in the all-girl classes, as well as 42 girls and 50 boys in the regular co-educational…

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, pedagogically. Overall, the results from the study indicate that minority girls are not only successful in border crossing but in brokering for new worlds of science, and highlights the importance of incorporating nontraditional funds and Discourses and the important roles played by the community-of-practice as a whole to reshape the landscape of school science in genuine pursuit of the education goal "science for all".

Using science digital storytelling to increase students’ cognitive ability

NASA Astrophysics Data System (ADS)

Dewi, N. R.; Savitri, E. N.; Taufiq, M.; Khusniati, M.

2018-04-01

The purpose of this research is to understand whether or not science digital storytelling can improve cognitive ability. The research design used in this study was one shoot case study. The population of the research was seventh-grade students of junior high school. The number of samples involved in this study was two classes with a total of 68 students. Data of students' cognitive ability were collected using a test. The data that has been collected were then analyzed using N-gain test. Results of data analysis showed that N-gain values of experimental groups are equal to 0.48 and 0.42 which are categorized into medium category. This finding indicates that science digital storytelling can improve students' cognitive ability.

A Non-science Major Undergraduate Seminar on the NASA Earth Observing System (EOS): A Student Perspective

NASA Astrophysics Data System (ADS)

Weatherford, V. L.; Redemann, J.

2003-12-01

Titled "Observing Climate Change From Space-what tools do we have?", this non-science major freshman seminar at UCLA is the culmination of a year-long interdisciplinary program sponsored by the Institute of the Environment and the College Honors programs at the University. Focusing on the anthropogenic and natural causes of climate change, students study climate forcings and learn about satellite and other technological means of monitoring climate and weather. NASA's Terra satellite is highlighted as one of the most recent and comprehensive monitoring systems put into space and the role of future NASA platforms in the "A-train"-constellation of satellites is discussed. Course material is typically presented in a Power-Point presentation by the instructor, with assigned supplementary reading to stimulate class discussion. In addition to preparing lectures for class presentation, students work on a final term paper and oral presentation which constitutes the majority of their grade. Field trips to the San Gabriel mountains to take atmospheric measurements with handheld sunphotometers and to JPL, Pasadena (CA) to listen to a NASA scientist discuss the MISR instrument aboard the Terra satellite help bring a real-world perspective to the science learned in the classroom. In this paper, we will describe the objectives and structure of this class and present measurement results taken during the field trip to the San Gabriel Mountains. In this context we will discuss the potential relevance of hands-on experience to meeting class objectives and give a student perspective of the overall class experience.

ISSLS PRIZE IN BIOENGINEERING SCIENCE 2017: Automation of reading of radiological features from magnetic resonance images (MRIs) of the lumbar spine without human intervention is comparable with an expert radiologist.

PubMed

Jamaludin, Amir; Lootus, Meelis; Kadir, Timor; Zisserman, Andrew; Urban, Jill; Battié, Michele C; Fairbank, Jeremy; McCall, Iain

2017-05-01

Investigation of the automation of radiological features from magnetic resonance images (MRIs) of the lumbar spine. To automate the process of grading lumbar intervertebral discs and vertebral bodies from MRIs. MR imaging is the most common imaging technique used in investigating low back pain (LBP). Various features of degradation, based on MRIs, are commonly recorded and graded, e.g., Modic change and Pfirrmann grading of intervertebral discs. Consistent scoring and grading is important for developing robust clinical systems and research. Automation facilitates this consistency and reduces the time of radiological analysis considerably and hence the expense. 12,018 intervertebral discs, from 2009 patients, were graded by a radiologist and were then used to train: (1) a system to detect and label vertebrae and discs in a given scan, and (2) a convolutional neural network (CNN) model that predicts several radiological gradings. The performance of the model, in terms of class average accuracy, was compared with the intra-observer class average accuracy of the radiologist. The detection system achieved 95.6% accuracy in terms of disc detection and labeling. The model is able to produce predictions of multiple pathological gradings that consistently matched those of the radiologist. The model identifies 'Evidence Hotspots' that are the voxels that most contribute to the degradation scores. Automation of radiological grading is now on par with human performance. The system can be beneficial in aiding clinical diagnoses in terms of objectivity of gradings and the speed of analysis. It can also draw the attention of a radiologist to regions of degradation. This objectivity and speed is an important stepping stone in the investigation of the relationship between MRIs and clinical diagnoses of back pain in large cohorts. Level 3.

The flipped classroom allows for more class time devoted to critical thinking.

PubMed

DeRuisseau, Lara R

2016-12-01

The flipped classroom was utilized in a two-semester, high-content science course that enrolled between 50 and 80 students at a small liberal arts college. With the flipped model, students watched ~20-min lectures 2 days/wk outside of class. These videos were recorded via screen capture and included a detailed note outline, PowerPoint slides, and review questions. The traditional format included the same materials, except that lectures were delivered in class each week and spanned the entire period. During the flipped course, the instructor reviewed common misconceptions and asked questions requiring higher-order thinking, and five graded case studies were performed each semester. To determine whether assessments included additional higher-order thinking skills in the flipped vs. traditional model, questions across course formats were compared via Blooms Taxonomy. Application-level questions that required prediction of an outcome in a new scenario comprised 38 ± 3 vs. 12 ± 1% of summative assessment questions (<0.01): flipped vs. traditional. Final letter grades in both formats of the course were compared with major GPA. Students in the flipped model performed better than their GPA predicted, as 85.5% earned a higher grade (vs. 42.2% in the traditional classroom) compared with their major GPA. These data demonstrate that assessments transitioned to more application-level compared with factual knowledge-based questions with this particular flipped model, and students performed better in their final letter grade compared with the traditional lecture format. Although the benefits to a flipped classroom are highlighted, student evaluations did suffer. More detailed studies comparing the traditional and flipped formats are warranted. Copyright © 2016 the American Physiological Society.

7 CFR 868.311 - Grades and grade requirements for the class Second Head Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2011 CFR

2011-01-01

... Head Milled Rice. (See also § 868.315.) 868.311 Section 868.311 Agriculture Regulations of the... COMMODITIES United States Standards for Milled Rice Principles Governing Application of Standards § 868.311 Grades and grade requirements for the class Second Head Milled Rice. (See also § 868.315.) Grades, Grade...

7 CFR 868.311 - Grades and grade requirements for the class Second Head Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2010 CFR

2010-01-01

... Head Milled Rice. (See also § 868.315.) 868.311 Section 868.311 Agriculture Regulations of the... COMMODITIES United States Standards for Milled Rice Principles Governing Application of Standards § 868.311 Grades and grade requirements for the class Second Head Milled Rice. (See also § 868.315.) Grades, Grade...

7 CFR 868.312 - Grade and grade requirements for the class Screenings Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2011 CFR

2011-01-01

... Milled Rice. (See also § 868.315.) 868.312 Section 868.312 Agriculture Regulations of the Department of... United States Standards for Milled Rice Principles Governing Application of Standards § 868.312 Grade and grade requirements for the class Screenings Milled Rice. (See also § 868.315.) Grades, Grade...

7 CFR 868.313 - Grades and grade requirements for the class Brewers Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2010 CFR

2010-01-01

... Milled Rice. (See also § 868.315.) 868.313 Section 868.313 Agriculture Regulations of the Department of... United States Standards for Milled Rice Principles Governing Application of Standards § 868.313 Grades and grade requirements for the class Brewers Milled Rice. (See also § 868.315.) Grades, Grade...

7 CFR 868.312 - Grade and grade requirements for the class Screenings Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2010 CFR

2010-01-01

... Milled Rice. (See also § 868.315.) 868.312 Section 868.312 Agriculture Regulations of the Department of... United States Standards for Milled Rice Principles Governing Application of Standards § 868.312 Grade and grade requirements for the class Screenings Milled Rice. (See also § 868.315.) Grades, Grade...

7 CFR 868.313 - Grades and grade requirements for the class Brewers Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2011 CFR

2011-01-01

... Milled Rice. (See also § 868.315.) 868.313 Section 868.313 Agriculture Regulations of the Department of... United States Standards for Milled Rice Principles Governing Application of Standards § 868.313 Grades and grade requirements for the class Brewers Milled Rice. (See also § 868.315.) Grades, Grade...

Improving student achievement through daily activities and assessments in Introduction to Physics

NASA Astrophysics Data System (ADS)

Coppins, Kelly Ann

The combination of a hands-on approach to science with the accountability of daily assessments provides a greater opportunity for students who traditionally receive below-average grades to be successful in science classes. The addition of competitive elements and real world applications plays to their strengths as kinesthetic learners without sacrificing the rigor required to meet graduation standards. Further, daily assessment allows students to develop test-taking skills they will need for the standardized tests used by the state and for college admission. Finally, the combination of daily feedback and daily accountability prevents a struggling student from slipping through the cracks.

The effectiveness of student team-achievement division (STAD) for teaching high school chemistry in the United Arab Emirates

NASA Astrophysics Data System (ADS)

Balfakih, Nagib M. A.

2003-05-01

Education in the United Arab Emirates (UAE) faces major problems which may hinder its future development. These include low achievement in science and a negative attitude toward science subjects, which have resulted in a high number of student dropouts from the science track in high school. It is believed among UAE educators that the main reason is the way science that has been taught in its schools. A solution to this problem depends on finding effective teaching methods, which maintain student achievement, improve students' attitude and provide opportunities to develop essential scientific skills. The effectiveness of Student Team-Achievement Division (STAD) for teaching science to high school classes in the UAE was investigated. The sample was selected randomly. A representative group of UAE high school students was chosen from the northern province, which includes urban areas, and from the eastern province, which includes rural areas. The study involved sixteen tenth grade classes. During the second semester of the academic year 1998/1999, three units in the chemistry curriculum were covered. This study was designed to investigate the effectiveness of STAD in teaching high school chemistry in the UAE and to find out which groups, gender, area, and ability benefitted most.

To curve or not to curve? The effect of college science grading policies on implicit theories of intelligence, perceived classroom goal structures, and self-efficacy

NASA Astrophysics Data System (ADS)

Haley, James M.

There is currently a shortage of students graduating with STEM (science, technology, engineering, or mathematics) degrees, particularly women and students of color. Approximately half of students who begin a STEM major eventually switch out. Many switchers cite the competitiveness, grading curves, and weed-out culture of introductory STEM classes as reasons for the switch. Variables known to influence resilience include a student's implicit theory of intelligence and achievement goal orientation. Incremental theory (belief that intelligence is malleable) and mastery goals (pursuit of increased competence) are more adaptive in challenging classroom contexts. This dissertation investigates the role that college science grading policies and messages about the importance of effort play in shaping both implicit theories and achievement goal orientation. College students (N = 425) were randomly assigned to read one of three grading scenarios: (1) a "mastery" scenario, which used criterion-referenced grading, permitted tests to be retaken, and included a strong effort message; (2) a "norm" scenario, which used norm-referenced grading (grading on the curve); or (3) an "effort" scenario, which combined a strong effort message with the norm-referenced policies. The dependent variables included implicit theories of intelligence, perceived classroom goal structure, and self-efficacy. A different sample of students (N = 15) were randomly assigned a scenario to read, asked to verbalize their thoughts, and responded to questions in a semi-structured interview. Results showed that students reading the mastery scenario were more likely to endorse an incremental theory of intelligence, perceived greater mastery goal structure, and had higher self-efficacy. The effort message had no effect on self-efficacy, implicit theory, and most of the goal structure measures. The interviews revealed that it was the retake policy in the mastery scenario and the competitive atmosphere in the norm-referenced scenarios that were likely driving the results. Competitive grading policies appear to be incompatible with mastery goals, cooperative learning, and a belief in the efficacy of effort. Implications for college STEM instruction are discussed.

The effects of Roundhouse diagram construction and use on meaningful science learning in the middle school classroom

NASA Astrophysics Data System (ADS)

Ward, Robin Eichel

This research explored the effects of Roundhouse diagram construction and use on meaningful learning of science concepts in a 6th-grade science classroom. This investigation examined the transformation of students' science concepts as they became more proficient in constructing Roundhouse diagrams, what problems students encountered while constructing Roundhouse diagrams, and how choices of iconic images affected their progress in meaningfully learning science concepts as they constructed a series of Roundhouse diagrams. The process of constructing a Roundhouse diagram involved recognizing the learner's relevant existing concepts, evaluating the central concepts for a science lesson and breaking them down into their component parts, reconstructing the learner's conceptual framework by reducing the amount of detail efficiently, reviewing the reconstruction process, and linking each key concept to an iconic image. The researcher collected and analyzed qualitative and quantitative data to determine the effectiveness of the Roundhouse diagram. Data included field notes, observations, students' responses to Roundhouse diagram worksheets, students' perceptions from evaluation sheets, students' mastery of technique sheets, tapes and transcripts of students' interviews, student-constructed Roundhouse diagrams, and documentation of science grades both pre- and post-Roundhouse diagramming. This multiple case study focused on six students although the whole class was used for statistical purposes. Stratified purposeful sampling was used to facilitate comparisons as well as week-by-week comparisons of students' science grades and Roundhouse diagram scores to gain additional insight into the effectiveness of the Roundhouse diagramming method. Through participation in constructing a series of Roundhouse diagrams, middle school students gained a greater understanding of science concepts. Roundhouse diagram scores improved over time during the 10-week Roundhouse diagramming session. Students' science scores improved as they became more proficient in constructing the Roundhouse diagrams. The major problems associated with constructing Roundhouse diagrams were extracting the main ideas from the textbook, understanding science concepts in terms of whole/part relationships, paraphrasing sentences effectively, and sequencing events in an accurate order. A positive relationship existed for the case study group based on students' choices and drawings of iconic images and the meaningful learning of science concepts.

Videoconferencing in Math and Science Preservice Elementary Teachers' Field Placements

NASA Astrophysics Data System (ADS)

Plonczak, Irene

2010-03-01

This study was designed to examine benefits and challenges of teaching through videoconferencing in the context of students’ field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science. In the context of mathematics and science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of math and science lessons via video conferencing to 5th grade classes in a major urban public school. Two major results of this study indicate that: (1) teaching through videoconferencing highlights strengths and weaknesses in questioning skill techniques that are at the heart of an inquiry-based approach; (2) teaching through videoconferencing raises the intellectual challenge of teaching and allows preservice teachers to look face to face into their limited understanding of the content matter in math and science.

High School Physics Students' Personal Epistemologies and School Science Practice

NASA Astrophysics Data System (ADS)

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

2017-11-01

This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including accuracy via following the right procedure and accuracy via what the others find. Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.

Comparing Students' Attitudes towards the Use of Traditional and Alternative Assessment Practices.

ERIC Educational Resources Information Center

DeMauro, Tom; Helphrey, Traci; Schram, Greg; Spiekermann, Carrie

This paper describes a program designed to compare students' attitudes towards the use of traditional and alternative assessment practices. The targeted population consisted of a second and third grade general education class, a third grade physical education class, and an eighth grade applied technology class in three communities in northern…

Integrating Fine Arts Instruction with At Risk Students.

ERIC Educational Resources Information Center

Brieger, Charles; Kendall-Dudley, Lori; Sarmiento, Patty

This report details a program design for improving fine arts instruction among at-risk students. The participants were in a second and third grade bilingual class and a first-through third-grade learning disabled and behavior disordered class in an at-risk elementary school along with a heterogeneous fourth-grade class in a neighboring Midwest…

Project Based Learning in Multi-Grade Class

ERIC Educational Resources Information Center

Ciftci, Sabahattin; Baykan, Ayse Aysun

2013-01-01

The purpose of this study is to evaluate project based learning in multi-grade classes. This study, based on a student-centered learning approach, aims to analyze students' and parents' interpretations. The study was done in a primary village school belonging to the Centre of Batman, already adapting multi-grade classes in their education system,…

Reducing the gender achievement gap in college science: a classroom study of values affirmation.

PubMed

Miyake, Akira; Kost-Smith, Lauren E; Finkelstein, Noah D; Pollock, Steven J; Cohen, Geoffrey L; Ito, Tiffany A

2010-11-26

In many science, technology, engineering, and mathematics disciplines, women are outperformed by men in test scores, jeopardizing their success in science-oriented courses and careers. The current study tested the effectiveness of a psychological intervention, called values affirmation, in reducing the gender achievement gap in a college-level introductory physics class. In this randomized double-blind study, 399 students either wrote about their most important values or not, twice at the beginning of the 15-week course. Values affirmation reduced the male-female performance and learning difference substantially and elevated women's modal grades from the C to B range. Benefits were strongest for women who tended to endorse the stereotype that men do better than women in physics. A brief psychological intervention may be a promising way to address the gender gap in science performance and learning.

Using the Process and Excitement of Science and Technology to Empower Teachers and Engage their Students

NASA Technical Reports Server (NTRS)

Crannell, Carol Jo

2002-01-01

Students United with NASA Becoming Enthusiastic About Math and Science (SUNBEAMS) is a Partnership between NASA Goddard Space Flight Center (GSFC) and the District of Columbia Public Schools (DCPS). It empowers teachers and inspires students with the process and excitement of science and technology. SUNBEAMS is being developed as a model urban intervention program for sixth grade teachers and their students. The teachers come to Goddard for five weeks during the summer. They partner with Goddard mentors and work much the same way that summer students do. In addition, the teachers are responsible for developing lesson plans that they pilot at their schools and post on the SUNBEAMS web site. During the school year, each teacher brings one class to Goddard for a full week of total immersion in math and science.

Children with co-occurring academic and behavior problems in first grade: distal outcomes in twelfth grade.

PubMed

Darney, Dana; Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Ialongo, Nicholas S

2013-02-01

The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678 predominately African American first-grade students. The type and number of classes identified in first grade differed by gender, but results indicated that students within the classes of behavior and academic problems had long-term negative outcomes in the twelfth grade. The class with co-occurring academic and behavior problems in first grade had the greatest risk for negative distal outcomes for both boys and girls including higher likelihood of special education placement, mental health service use, poor academic achievement, and school dropout. Implications for prevention, early intervention, and current practices in schools are discussed. Published by Elsevier Ltd.

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

NASA Astrophysics Data System (ADS)

Baytak, Ahmet

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

A qualitative case study to identify possible barriers that limit effective elementary science education

NASA Astrophysics Data System (ADS)

Foster, Donald Carey

The purpose of this case study was to identify barriers that limit the effectiveness of elementary teachers in the teaching of science. It is of the utmost urgency that barriers be first identified, so that possible solutions can be explored to bring about the improvement of elementary science education. This urgency has been imposed by the scheduled national testing of students in science by 2007, as mandated by the No Child Left Behind Act of 2001. Using qualitative case study methods, the researcher conducted interviews with 8 elementary teachers from two schools within one school district who taught 3rd, 4th, and 5th grade. These interviews were designed to gain insight into barriers these elementary teachers perceived as factors limiting their effectiveness in teaching science and preparing students for high-stakes testing. Barriers in the areas of teacher background, typical teaching day, curriculum, inservices, and legislative influences were explored. This study concluded that the barriers explored do have a substantial negative affect on the teaching and learning of science in the elementary grades. Specifically, the barriers revealed in this study include the limited science background of elementary teachers, inadequate class time devoted to science, non-comprehensive curriculum, ineffective or lack of inservice training, and pressures from legislated mandates. But it is also clear that these barriers are so intertwined that one cannot remove these barriers one at a time. It will take a collective effort from all involved, including legislators, administrators, teachers, parents, and students, to alleviate these barriers and discover effective solutions to improve elementary science education.