elementary science, participation, attitude
The purpose of this research study was to determine whether the use of science reform instructional methods had an effect on student participation in and attitudes towards science education. The participants in this 12 week study were third grade students. Data were collected using a pre and post attitudinal survey, student journals, a participation log, and a researcher reflection journal. Several conclusions were made. The use of science reform instructional methods did affect student participation and attitudes towards science. Student journals indicated that students enjoyed the use of technology, hands-on science equipment, working in pairs or small groups and the opportunity to share their ideas and learn from their classmates. This study does lend itself to additional research. Due to the small sample size, the shortened time for research, and the population, these research questions should be investigated with another group of students in order to make more definitive decisions regarding the methods to use in their classroom. If the research is conducted again using a different group of students, a larger population will be needed, as well as a lengthened period for research.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Master of Education (M.Ed.)
College of Education
Teaching and Learning Principles
K-8 Math and Science
Length of Campus-only Access
Masters Thesis (Open Access)
Robinson, Heather, "The Use Of Science Reform Instructional Methods And Their Effect On 3rd Grade Students' Participation And Attitude Towards S" (2007). Electronic Theses and Dissertations, 2004-2019. 3320.