Monkeying Around: Examining the Effects of a Community Zoo on the Science Achievement of Third Graders

Autor/in	Kenny, Heather A.
Titel	Monkeying Around: Examining the Effects of a Community Zoo on the Science Achievement of Third Graders
Quelle	(2010), (212 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Toledo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-2317-8
Schlagwörter	Hochschulschrift; Dissertation; Science Achievement; Familiarity; Student Interests; Recreational Facilities; Grade 3; Educational Environment; Animals; Science Instruction; Elementary School Students; Urban Schools; Comparative Analysis; Inquiry; Learning Activities; Socioeconomic Status; Teaching Experience + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studieninteresse; Freizeiteinrichtung; School year 03; 3. Schuljahr; Schuljahr 03; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Animal; Tier; Tiere; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernaktivität; Socio-economic status; Sozioökonomischer Status
Abstract	This investigation examined the efficacy of a model of integrated science and literacy instruction situated at a community zoo. Three intact cohorts of third grade urban students received instruction via different treatments: inquiry-based instruction at a zoo; inquiry-based instruction at school; and activity-based instruction at a zoo. All three treatment conditions promoted increased science achievement. There was no difference between the zoo groups at post-test; however the classroom group outperformed both zoo groups. When examined in light of contextual factors (differences in socioeconomic status, teacher level of experience, familiarity of the learning environment), results suggest the effectiveness of the integrated instructional model in promoting increased science achievement. In planning instruction, teachers should consider the novelty of a learning environment, student interest, and how texts can support inquiry. [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