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WHAT DO PRIMARY STUDENTS KNOW ABOUT SCIENCE, SCIENTISTS AND HOW THEY DO THEIR WORK?
Title
WHAT DO PRIMARY STUDENTS KNOW ABOUT SCIENCE, SCIENTISTS AND HOW THEY DO THEIR WORK?
Creator
Bartels, Selina L.
Date
2016, 2016-12
Description
The teaching of scientific literacy is the primary goal of elementary science education. Scientific literacy is composed of the overall...
Show moreThe teaching of scientific literacy is the primary goal of elementary science education. Scientific literacy is composed of the overall understanding of what science is and how scientific knowledge is developed. The purpose of this study was to see if elementary students’ understandings of science, scientists and how scientists do their work changes from grade one to grade five of elementary school. Furthermore, the study attempts to determine whether there is a difference in scientific literacy between students taught using a textbook curriculum versus a kit-based curriculum. The study draws on a sample of 338 students from 18 different classrooms situated in six different schools in both urban and suburban areas of a large Midwestern city. Students’ understandings of science, scientists and how they do their work was measured through a valid and reliable oral protocol entitled Young Children’s Views of Science (YCVS) (Lederman, J., Bartels, Lederman, & Ganankkan, 2014). The YCVS assesses students’ understandings of the aspects of scientific inquiry (SI) and the nature of science (NOS) that young elementary students are able to understand. These aspects are; science, scientists, multiple methods, observation/inference, begins with a question, empirical, subjectivity, tentativeness and creativity. The YCVS was administered orally for grade one students, and a paper-and-pencil version was given to grades three and five. Twenty percent of the students in grade three and five were interviewed to ensure the proper interpretation of their YCVS responses. Responses to the YCVS were analyzed and students were given a rating of no answer, inadequate, mixed or informed for each aspect assessed on the YCVS. Frequency data was totaled for each grade level of each school. In order to determine if significant gains were made between the grade levels a Fisher’s exact test was run between each grade (one and three, three and five and one and five); significance of < 0.05 was selected. Fisher’s exact test was selected because the data were categorical with low frequencies for some categories. Additionally, a comparison between the kit-based curriculum schools and the textbook-based curriculum schools was made for each of the aspects of NOS and SI assessed in this study. Results indicated that there are very few gains in NOS and SI understandings between grades one and five in the schools included in this study. None of the schools in this study made significant gains for all of the nine aspects measured in this study. Only two schools made significant (p< 0.05) gains in five or more aspects of NOS/SI. The other four schools in this study made gains in fewer than four aspects. Two schools had a significant (p<0.05) decrease in understandings for more than one aspect. Examining curriculum’s affect on NOS and SI understandings, understanding of only one aspect was significantly impacted by curriculum differences. Subjectivity understanding was impacted by kit-based instruction. Overall, students’ understandings of science, scientists and how they do their work did not significantly change from grade one to grade five regardless of what type of curriculum they followed. This study shows that students’ scientific literacy is not being developed throughout elementary school. Therefore, the teaching of scientific literacy in an explicit and reflective manner should be the focus of preservice elementary school education.
Ph.D. in Science Education, December 2016
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HOW DO SECONDARY STUDENTS MAKE DECISIONS ON SOCIOSCIENTIFIC ISSUES: WHAT DO THEY CONSIDER IMPORTANT?
Title
HOW DO SECONDARY STUDENTS MAKE DECISIONS ON SOCIOSCIENTIFIC ISSUES: WHAT DO THEY CONSIDER IMPORTANT?
Creator
LePretre, Dawnne M
Date
2019
Description
Linking science and action is the epitome of scientific literacy (Hurd, 1972; Kuhn, 1972; Watson, 1969). Before becoming acting citizens,...
Show moreLinking science and action is the epitome of scientific literacy (Hurd, 1972; Kuhn, 1972; Watson, 1969). Before becoming acting citizens, students need to balance subject matter knowledge, personal values, and societal norms in decision-making (DM) on Socioscientific Issues (SSI) (Aikenhead, 1985; Grace & Ratcliffe, 2002; Kolstø, 2001; Zeidler, 1984). Existing literature suggests a variety of models and strategies to guide how students should think about SSI topics versus beginning with what students are thinking concerning SSI! This study aimed to identify the DM factors students considered across a variety of SSI and to determine if DM factors were common across topics or specific to a SSI. Students in grades 10-12 participated from seven schools and ten regular science classrooms, primarily located in a large Midwest city (n=498). The sample was 50% female, 50% male, and roughly 33% of students from each grade level.Across 60 enacted lessons on six different SSI topics, multiple sources of data were collected, including student artifacts, audiotapes of class discussions/interviews, field notes, and teacher surveys. Students engaged in a minimum of three different SSI topical lessons, implemented over a period between one to nine weeks for an average instructional time of 115 minutes per topic. Decision-making differed across students in various groupings, indicating that secondary students used both general and specific factors when making decisions on SSI. Further, trends emerged, indicating various student groups' valued DM factors differently. On several topics, students of different gender, grade levels, ethnicities, and school type considered different DM factors to different levels of support. For example, on the topic of plastics and pollution, 10th grade, female, and Hispanic students tended to identify concern for animals and sea life as their most prominent DM factor. Another trend included larger class sizes tending to cite more DM factors on a topic than students in smaller sized classrooms engaged on the same topic. Overall, 15 common or shared DM factors emerged that students considered when making decisions across multiple SSI contexts. In addition, each specific SSI context had between one and 15 specific or exclusive DM factors cited directly by students in this study.
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Assessing the Impact of Understanding Nature of Scientific Knowledge and Understanding Nature of Scientific Inquiry on Learning about Evolution in High School Students
Title
Assessing the Impact of Understanding Nature of Scientific Knowledge and Understanding Nature of Scientific Inquiry on Learning about Evolution in High School Students
Creator
Jimenez Pavez, Juan Paulo
Date
2022
Description
Nature of Scientific Knowledge (NOSK) and Nature of Scientific Inquiry (NOSI) are important components of scientific literacy and important...
Show moreNature of Scientific Knowledge (NOSK) and Nature of Scientific Inquiry (NOSI) are important components of scientific literacy and important educational objectives in science education. Recent literature theorizes that understanding both NOSK and NOSI increases students' understanding of science content knowledge. However, this assumption has yet to be tested empirically. Much research has been done on developing informed views of NOSK and NOSI for students in kindergarten through twelfth grade, but research on the effect of understanding NOSK and NOSI on facilitating science learning in high school appears limited.The main purpose of this study was to empirically test the assumption that understanding NOSK and NOSI improves science student content learning, in particular learning about evolution. This study also aimed to determine which NOSK and NOSI aspects are most useful in such an endeavor. Using a quasi-experimental, nonequivalent control group design, a sample of 453 9th grade high school students from 12 classes in a large Chilean city were randomly assigned to intervention and control groups via classroom clusters (Intervention groups = 6, Control groups = 6). Students in the intervention groups were given a special online explicit and reflective five-week NOSK/NOSI Unit, followed by an online five-week Evolution Content Unit, as a treatment. Those in the control groups received only the online five-week Evolution Content Unit. To measure understanding of NOSK, understanding of NOSI, and understanding about evolution, students answered three valid and reliable instruments: The Views of Nature of Science (VNOS D+), the Views about Scientific Inquiry (VASI), and a multiple-choice Evolution Content Test. The students' answers to the VNOS D+ and VASI questionnaires were scored as naive, mixed, or informed according to the level of understanding for each aspect, and the answers to the evolution content test were scored as correct or incorrect. The results of this study showed that the NOSK/NOSI Unit was effective in improving understanding of NOSK and NOSI aspects in the intervention groups. The results also showed that the Evolution Content Unit was effective in improving understanding about evolution in both groups. However, students in the intervention groups outperformed their peers in the control groups by scoring higher on the Evolution Content Test. Further analysis revealed that students with informed views of NOSK and NOSI achieved better scores on the Evolution Content Test than students with naive views, supporting the argument that understanding NOSK and NOSI facilitates learning about evolution. In addition, all aspects except for the difference between Theories and Laws (NOSK) had a significant positive impact on learning about evolution. Taken together, the findings of this dissertation support the assumption that understanding NOSK and NOSI improves learning about evolution. Furthermore, most NOSK and NOSI aspects seem to foster understanding about evolution. These are new insights, especially about the importance of understanding NOSI for learning about evolution. Some limitations for this study include the remote context in which the study took place and the potential bias in the qualitative analysis of the VNOS D+ and VASI questionnaires.
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