Effects of an Intellectually Caring Model on Urban African American Alternative High School Students' Conceptual Change and Achievement in Chemistry

Autor/inn/en	Wood, Lynda C.; Ebenezer, Jazlin; Boone, Relena
Titel	Effects of an Intellectually Caring Model on Urban African American Alternative High School Students' Conceptual Change and Achievement in Chemistry
Quelle	In: Chemistry Education Research and Practice, 14 (2013) 4, S.390-407 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C3RP00021D
Schlagwörter	African American Students; High School Students; Chemistry; Secondary School Science; Science Instruction; Science Achievement; Mixed Methods Research; Qualitative Research; Phenomenology; Experimental Groups; Control Groups; Teaching Methods; Economically Disadvantaged; Urban Youth; Interviews; Quasiexperimental Design; Pretests Posttests + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Interviewing; Interviewtechnik
Abstract	The purpose of this article is to study the effects of an intellectually caring model of teaching and learning on alternative African American high school students' conceptual change and achievement in a chemistry unit on acids and bases. A mixed-methods approach using retrospective data was utilized. Data secured from the teacher were the audio-recordings of her prior- and post-interventional individual interviews with students and the results of the students' pre- and post-interventional Acid Base Achievement Test (ABA-T). All audio-recorded interviews were transcribed. A qualitative analysis of students' prior- and post-interventional conceptions of acids and bases using phenomenography revealed: (a) a change in the number of categories of descriptions, (b) a shift in language use from everyday talk to more chemical talk, and (c) a hierarchy of chemical knowledge. The ABA-T results indicated that students (n = 17) in the experimental group achieved significantly higher scores (p o 0.003) than students in the control group (n = 22) taught by traditional teaching methods. The study outlines three implications: (a) reaching the often unreached mind, (b) developing simple chemical phrases into coherent chemical explanation, and (c) achieving alternative students' success in traditional test. The study recommends implementing an intellectually caring model for teaching alternative education students. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01