This qualitative study examined the nature of 5th-grade students' oral and written discourse in relation to their conceptual learning during six science inquiry-based lessons. Qualitative data were collected using small group observations, transcriptions of small group discourse, students' science notebooks, and student interviews. These data were used to create an in-depth illustration of 5th-grade students' discourse and the impact of that discourse on their science conceptual learning. Findings indicated students spoke in three main discourse classifications during small group inquiries and two of these discourses were also present in the science notebook entries. Findings further indicated gender did not impact the nature of students' oral or written discourse regarding their conceptual learning. Implications for classroom practice and suggestions for further research in elementary science education are offered. / by Melissa Y. Parks. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

The present study was a systematic investigation of developmental skill sequences in the early science domain. Three developmental sequences in the area of astronomy were investigated; knowledge about earth, light and motion. Test items were developed reflecting developmental sequences based on the cognitive processes that are necessary for understanding each task. Data were collected from 1595 kindergarten children from six geographically diverse areas. Latent trait models were constructed to reflect the hypothesized developmental sequences by allowing discrimination and difficulty parameters to vary or by constraining them to equal. Preferred models were obtained by statistical comparison with other models. The knowledge about light and motion were in the hypothesized developmental sequence. Astronomical events that contradicted personal experience, required causal explanations and consisted of extended causal chains were the most difficult for kindergarten children to understand. Investigations concerning the mechanism for conceptual change are necessary.

The purpose of this study was to determine what effects, if any, the Elementary Science Study has on selected science skills of Educable Mentally Retarded students.The science skills chosen were observing, inferring, and communicating across four educational levels -- primary, intermediate, junior high, and senior high EM students -- of the Northwest Indiana Special Education Cooperative. This Cooperative consists of ten school corporations: Highland, Griffith, hake Ridge, Fast Gary, Hobart Township, Hobart, Ross Township, Hanover Community, Crown Points, and Tri-Creek. These corporations have joined together to provide comprehensive programming in special education.The data were collected from 307 EM students (chronological ages 6-19 years) taught by twenty-six teachers who participated in the study.Two experimental groups were used. One, labeled the Perceptual Group, consisted of nine teachers and their students using six FBS units comprised of Tangrams, Mirror Cards, Pattern Blocks, Attribute Games, Geo-Blocks, and Tracks. A second experimental group, labeled the Psychomotor Group, consisted of nine teachers and their students using six FSS units comprised of Sink or Float, Mystery Powders, Ice Cubes, Clay Boats, Primary Balancing, and Batteries and Bulbs. A third group, which served as the control, consisted of eight teachers and their students.The Illinois Test of Psycholinguistic Abilities Verbal Expression Sub-Test was modified by this researcher and used as the evaluation instrument. The science skill of communicating was determined by the regular ITPA score while the science skills of observing and inferring were determined by the modified ITPA. Eight school psychologists administered and scored the instrument.Multivariate and Univariate Analyses of Covariance were used for the statistical analyses. General and specific findings were noted for each educational level. There were statistically significant differences between the experimentals and controls in both multivariate and univariate analyses of the data. Both perceptual ESS units and psychomotor ES S units were found to improve at least one of the three science skills in some educational levels.There was an increase in the frequency of mean verbal expression scores and the frequency of mean observations made by students. There was a corresponding decrease in the mean frequency of inferences made by students from primary through senior high.In combining all educational levels (primary, intermediate, junior high, and senior high) the Experimental Group displayed a significantly higher frequency in mean verbal expression and mean observation scores. There was no significant difference between the Experimental and Control Groups in the mean frequency of inferences.In general, MM students exposed to ESS units demonstrated a higher level of verbal ability.

Using a mixed method research design in which qualitative techniques were embedded in a quasi-experimental approach, I investigated the use of refutation text as a strategy for correcting science misconceptions. Forty Grades 3 and 4 students at an elementary school situated in an economically and ethnically diverse Victoria neighborhood participated in this study. A true or false pretest identified which of eight target misconceptions were held by individual participants and indicated that all but three participants held four or more misconceptions. During the intervention phase, participants read text passages about four of the misconceptions they held: two refutation text passages and two expository text passages. A posttest was administered immediately after the intervention, and a delayed posttest was administered six weeks later. I followed an open coding procedure to analyze qualitative data, and, where appropriate, I used Chi-square (x') to determine the statistical significance of the results. The readability levels of the 16 text passages used in the study were determined by the Dale-Chall readability formulit- And Fry's Readability Gaph. Data collection instruments consisted of a researcherdeveloped pretest, posttest, and delayed posttest; the Reading Comprehension subtest of the Canadian Tests of Basic Skills (CTBS); and a semi-structured interview guide. Results indicated that refutation text passages were significantly more likely than traditional expository text passages to result in the immediate correction of a target misconception. The corrections of misconceptions were more often maintained after six weeks i f they resulted from reading a refutation text passage rather than from reading a traditional expository text passage, regardless of grade level, although the differences were not significant. While text passage effectiveness could not be correlated with textual characteristics, it was influenced by the reader characteristics of gender, grade level, and reading comprehension ability.

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The purpose of this study was to investigate how students in Grade Five and Six generate explanation for scientific phenomena and how they evaluate the quality of these explanations. In part, this was done by analyzing the in-class explanations that the students gave in response to questions stemming from two topics in the 1996 Alberta program of studies for Grade Five Science. In addition, the students shared their own perceptions of the sources of their questions and ideas and the methods by which they evaluated them. Analysis of in-class discussions and activities occurred on an ongoing basis between January and June 1998. In addition, five students who vary in their ability to generate and evaluate scientific ideas were selected for more in-depth interviewing outside of class time. These students were interviewed once during each of the main units of study. Their interviews focused on the manner in which their thoughts and ideas had progressed during previous class discusiions and activities, how they evaluated these ideas, the manner in which they were able to generate new ideas, and their continued evaluation of these ideas. This involved reflection stimulate by requests to summarize their findings as well as on-the-spot reflection as the students continued to evaluate and develop their ideas. Attention was paid to possible effects that the metacognitive activity encouraged during class discussions and during the interviews may have had on methods that the students used to construct meaning. Each of the students who participated in individual interviews pertaining to specific content areas also participated in a narrative interview that focused on their general interests and habits. The individual interviews and class discussions were fully transcribed, analyzed and compared to generate broad themes which were then able to guide further analysis of student work. / xiii, 539 leaves ; 29 cm.

This study was designed to investigate the effectiveness of integrated art-science curricula upon remediation of the misconception held by elementary students that humans are not animals. Quantitative instruments were designed to measure and assess: (1) the existence of the misconception within the test population; (2) the degree to which the misconception existed within grade levels and treatment groups within grade levels; (3) the degree to which any positive level of remediation is achieved; and (4) evaluation of the experimental curricula by participating faculty. Qualitative instruments were applied to measure and assess the reasoning process applied by students for the formation of and any degree of change in the targeted misconception.Two hundred and forty-two students, in grades one, three and five, from a rural elementary school in east central Indiana participated. Enrolllment of students in individual classrooms was accomplished by administration policy of random assignment. Classrooms, by grade level, were randomly assigned to treatment groups by the researcher.Students in control groups at each grade level were instructed according to established curricula of the school. Students in experimental animal science groups were instructed through specifically designed hands-on science activities with the art component being the school's established curriculum. Students in experimental animal art groups were instructed according to specifically designed art activities incorporating observations made during science lessons, with the science component being the school's established curriculum. Students in the both treatment groups received instruction combining the experimental animal science and experimental animal art curricula.Results indicated that students instructed from the experimental curricula demonstrated remediation of the misconception, with students in the both treatment groups of each grade level demonstrating the highest degree of remediation. Students in control groups failed to demonstrate any level of significant remediation while actually demonstrating an increase in the degree to which the misconception was held.Implications presented by the data indicate interdisciplinary approaches to learning to be far more effective in establishing higher levels of comprehension and understanding. Through the combination of the innate behaviorial characteristics of elementary students and the connecting relationships of academic disciplines, presentation of instructional materials will generate higher levels of interest and enthusiasm within both students and teachers. The resultant effect being a more positive learning environment and an increase in achievement. / Department of Biology

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.