Keywords

Interactive Science Notebooks, written responses, claims and evidence, science vocabulary, reflective writing, physical science, questions

Abstract

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.

Notes

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Graduation Date

2010

Advisor

Jeanpierre, Bobby

Degree

Master of Education (M.Ed.)

College

College of Education

Department

Teaching and Learning Principles

Degree Program

K-8 Mathematics and Science Education

Format

application/pdf

Identifier

CFE0003058

URL

http://purl.fcla.edu/fcla/etd/CFE0003058

Language

English

Release Date

May 2010

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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