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Articles 1 - 6 of 6
Full-Text Articles in Science and Mathematics Education
Using Argument-Based Science Inquiry To Improve Science Achievement For Students With Disabilities In Inclusive Classrooms, Jonte C. Taylor, Ching-Mei Tseng, Angelique Murillo, William Therrien, Brian Hand
Using Argument-Based Science Inquiry To Improve Science Achievement For Students With Disabilities In Inclusive Classrooms, Jonte C. Taylor, Ching-Mei Tseng, Angelique Murillo, William Therrien, Brian Hand
Journal of Science Education for Students with Disabilities
Students with disabilities have long lagged behind their non-disabled peers when it comes to science achievement. The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and outside of the classroom. Additionally, the Next Generation Science Standards are asking teachers and students to better understand how science is connected to the everyday world through the use of …
Experiencing The Implementation Of New Inquiry Science Curricula, Peter S. Ower
Experiencing The Implementation Of New Inquiry Science Curricula, Peter S. Ower
College of Education Theses and Dissertations
Using a phenomenological methodology, a cohort of four experienced science teachers was interviewed about their experience transitioning from traditional, teacher and fact-centered science curricula to inquiry-based curricula. Each teacher participated in two interviews that focused on their teaching backgrounds, their experience teaching the prior traditional curriculum, and their experience teaching the new inquiry-based curriculum. The findings are presented as a narrative of each teachers’ experience with the new curriculum implementation. Analyzing the data revealed four key themes. 1) The teachers felt trapped by the old curriculum as it did not align with their positive views of teaching science through inquiry. …
Sixth Graders Investigate Models And Designs Through Teacher-Directed And Student-Centered Inquiry Lessons: Effects On Performance And Attitudes, Benjamin D. Olsen, Audrey C. Rule
Sixth Graders Investigate Models And Designs Through Teacher-Directed And Student-Centered Inquiry Lessons: Effects On Performance And Attitudes, Benjamin D. Olsen, Audrey C. Rule
Journal of STEM Arts, Crafts, and Constructions
Science inquiry has been found to be effective with students from diverse backgrounds and varied academic abilities. This study compared student learning, enjoyment, motivation, perceived understanding, and creativity during a science unit on Models and Designs for 38 sixth grade students (20 male, 18 female; 1 Black, 1 Hispanic and 36 White). The unit began with a very teacher-centered approach, then became increasingly student-centered, employing more inquiry with each lesson set to determine the effects of student-centered instruction on performance and attitudes. Pretest-posttest data with specific questions tied to each lesson set were collected, as well as repeated measures attitude …
Restructuring High School Science Curriculum: A Program Evaluation, Cathy Robertson
Restructuring High School Science Curriculum: A Program Evaluation, Cathy Robertson
Walden Dissertations and Doctoral Studies
One rural Midwestern high school discovered a discrepancy among school, state, and national science skill attainment, verified by ACT scores. If students do not acquire vital science skills, they may not perform proficiently on science tests, thus impacting future college options. Inquiry based instruction and constructivism provided the basis for the theoretical framework. This study questioned associations between ACT scores, inquiry science technique usage, and ACT standard usage (Phase 1), and teachers' views on science instruction (Phase 2). This sequential explanatory mixed methods program evaluation included 469 ACT scores, surveys sent to 9 science teachers, and 8 interviews. Phase 1 …
Using Inquiry To Teach Microscope Skills, Susan Styer
Using Inquiry To Teach Microscope Skills, Susan Styer
Faculty Publications & Research
One of the first lab activities often done in a high school biology course is learning to use the microscope. As it is typically described in laboratory manuals, there is no inquiry involved in this activity. Students learn the parts of the microscope and information explaining its operation. There may be a review of the metric system. Then students examine cells, often to observe the difference between plant and animal cells. Students may be instructed to prepare wet mounts and do simple staining. All of these are important skills to have in order to use the microscope correctly, but it …
Can Guided Inquiry Based Labs Improve Performance In Data Analysis And Conclusion Synthesis In Sixth Grade Life Science?, Melonie Moore
Can Guided Inquiry Based Labs Improve Performance In Data Analysis And Conclusion Synthesis In Sixth Grade Life Science?, Melonie Moore
Electronic Theses and Dissertations
Desiring to examine the performance of science process skills such as data analysis and conclusion synthesis in sixth grade Life Science students, I used an inquiry strategy called "guided inquiry" in a series of six laboratory assignments during the normal county-mandated order of instruction for Life Science. I based my analysis upon these laboratory exercises, a survey of student attitudes towards science done before the study began and after the study completed, an assessment of inquiry understanding done before and after the study was finished, routine material tests, and a science final class evaluation done after the study was finished. …