An Initial Needs Assessment of Science Inquiry Curriculum Practices at a Local Level

Autor/in	Cottingham, Susan M.
Titel	An Initial Needs Assessment of Science Inquiry Curriculum Practices at a Local Level
Quelle	(2010), (210 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-3240-5
Schlagwörter	Hochschulschrift; Dissertation; Research Design; Needs Assessment; Standardized Tests; Experiential Learning; Program Effectiveness; Social Change; Teaching Methods; Constructivism (Learning); Inquiry; Science Education; Grade 7; Science Instruction; Middle Schools; Curriculum + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Forschungsdesign; Bedarfsermittlung; Standadised tests; Standardisierter Test; Experiental learning; Erfahrungsorientiertes Lernen; Sozialer Wandel; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; School year 07; 7. Schuljahr; Schuljahr 07; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Mittelschule; Mittelstufenschule; Curricula; Lehrplan; Rahmenplan
Abstract	Frequently, students learn in science classes taught like traditional reading courses in which reading texts and answering questions is the main activity. The problem at one southern middle school is that students are not developing an understanding of science concepts and are doing poorly on standardized testing. Students are seldom given the opportunity model scientific inquiry methods that promote experiential learning in the classroom. The purpose of this project was to create a curriculum for inquiry science (IS) instruction at the seventh-grade level to increase student understanding of science concepts after conducting an initial needs assessment to guide deploying the intervention. Research guiding the IS movement at the national level suggests that many teachers use only the textbook and students do not apply what they have learned. Factors affecting this problem include a lack of integrated curricula for IS learning and teacher understanding and confidence in IS skills. A constructivist view of student learning served as the conceptual framework. The needs analysis for the project questioned if teachers were willing to adopt the IS method and prepared to conduct it through a quantitative survey research design. Results indicated that all teachers supported the IS approach, however it was infrequently used in instruction and only two of five teachers were somewhat comfortable with their IS skills. The local IS project draws from empirically tested elements to develop an integrated IS curricula aligned to the state science criterion. The curricula will be supported through a concurrently deployed professional learning community to support teacher professional development and confidence. This project can positively impact social change by increasing science related academic performance, and ultimately, interest in careers in science among middle school students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10