Improving Students' Knowledge and Attitudes of Science through the Use of Hands-On Activities.

Autor/inn/en	Fisher, Nancy; Gerdes, Karen; Logue, Teresa; Smith, Lorna; Zimmerman, Inge
Titel	Improving Students' Knowledge and Attitudes of Science through the Use of Hands-On Activities.
Quelle	(1998), (180 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Achievement; Action Research; Cognitive Development; Critical Thinking; Elementary Education; Hands on Science; Instructional Effectiveness; Instructional Innovation; Problem Solving; Science Instruction; Student Attitudes; Teaching Methods; Thinking Skills + Suchen Sie Ihr Suchwort? Performance; Leistung; Projektforschung; Kognitive Entwicklung; Kritisches Denken; Elementarunterricht; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Problemlösen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit
Abstract	This report documents a program for improving science knowledge, attitudes, and higher order thinking skills through experiential science. The hands-on approach used successfully in the program is described, and evidence of student improvement is also presented. The targeted population consisted of students in the first, third, and fourth grades in a single unit district in two rural, middle class communities, located in central Illinois. The problems addressed were evidenced by teacher observation, test scores, anecdotal records, and student surveys. Analysis of probable causes through research literature revealed a lack of teacher training in experiential science, current testing tools not coordinating with teaching methods, and teachers not being given necessary time to plan and prepare appropriate science activities. In addition, teachers, administrators, and community were unwilling to change from content-oriented teaching to hands-on methods, as well as content-oriented textbooks and curriculum not offering hands-on activities to substantiate experiential learning. Also, constraints on supplies and money hindered implementation of hands-on science. Furthermore, technology required to implement hands-on science activities was still in its infancy. Test scores, teacher observations, and anecdotal records indicated a lack of scientific knowledge and procedures, and limited enthusiasm for the subject area. A review of solution strategies suggested by literature, combined with an analysis of the problem, resulted in the selection of the intervention: a program implementing a hands-on science approach. Post intervention data indicated an increase in students' knowledge and the use of higher order thinking skills. Researchers also noted an improved attitude toward science. Appendices include surveys and tests used by the researchers and classroom materials. (Contains 25 references.) (Author/WRM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01