Interactive science notebooks, used as a learning tool during science instruction, was found to have a positive influence on student self-efficacy in expressing science content knowledge and interest in pursuing a STEM-related career. This study, involving 25 participants, discusses the integration of interactive notebooks into two elementary school classrooms in a rural Kentucky community over 55 instructional days. Through an explanatory sequential multiple-method research design, a quantitative survey given at two intervals, pre and post study, and qualitative student interviews, data found that 76% of the sample had an increase in their overall attitude toward science and 10 out of 12 STEM careers had an increase in overall interest at the conclusion of the study. The qualitative data, three oral interviews, revealed that 22 participants referenced an increase in science interest, two participants stayed the same, and one participant noted a decrease in interest. Nine participants felt that their interest in pursuing a STEM career remained about the same or had no significant changes since their initial survey and 16 participants referenced an increase in pursuing a STEM career in their final interview. This study aims to engage educators and administration in conversation about an explanatory sequential multiple-methods research design involving a unique population of transient students and the influence of a new learning tool used in the classroom. / Doctor of Philosophy / Interactive science notebooks, used as a learning tool during science instruction, was found to have a positive influence on student self-efficacy in expressing science content knowledge and interest in pursuing a STEM-related career. This study, involving 25 participants, discusses the integration of interactive notebooks into two elementary school classrooms in a rural Kentucky community over 55 instructional days. Seventy six percent of the population had an increase in their overall attitude toward science and ten out of twelve STEM careers had an increase in overall interest at the conclusion of the study. This study aims to engage educators and administration in conversation about an explanatory sequential multiple-method research design involving a unique population of transient students and the influence of a new learning tool used in the classroom.

The purpose of this study was to determine whether or not my practice of implementing Interactive Science Notebooks (ISN) impacts 4th grade students writing in science. Through this action research, students' writing was analyzed to determine whether the use of ISN affected students' use of details, support claims and justifications in their written responses. Also through the use of the Interactive Science Notebook, students' use of science vocabulary in their writing was also analyzed. Finally, students' reflective writing practices were examined in order to determine how students understood and explored physical science. A triangulation of data gathered consisted of the use of rubrics, focus groups and one-on-one conferencing. The data collected from this action research implied that the Interactive Science Notebooks did indeed have an impact on students' scientific writing. Students writing reflections demonstrated an increase in the use of claims and evidence, and meaningful questions related to the science topic investigated.