Keywords

Dissertations, Academic -- Education, Education -- Dissertations, Academic, English language learner, Heat, Misconceptions -- science

Abstract

All students come to the classroom with their own ideas about a number of science phenomena. In the classroom setting, English language learners may have ideas about heat and temperature that present additional challenges for teachers. In fact, their ideas can stem from many different influences and English language learners (ELL), in particular, may have misconceptions about topics and language barriers, or misconceptions, that are culturally or language-based (Lee, 2001). This action research thesis was performed to explore the research questions: How did my use of formative assessment affect ELL students' misconceptions about heat?, How did my use of formative assessment uncover students' misconceptions about heat? Formative assessments were used in the classroom to uncover students' misconceptions about heat and temperature. The students performed labs based on the formative assessment activity sheets. The students answer before and after questions related to the labs. Data were collected and analyzed to examine changes in ELL students' conceptions of heat and temperature. Data showed that some ELL students changed their ideas about heat and temperature but other misconceptions remained. Time allotted to instruction and alignment of laboratory activities with formative assessments need to be further explored to address changing students' ideas about heat and temperature.

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

Teaching and Learning Principals

Format

application/pdf

Identifier

CFE0003238

URL

http://purl.fcla.edu/fcla/etd/CFE0003238

Language

English

Release Date

August 2010

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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