A Comparative Study Teaching Chemistry Using the 5E Learning Cycle and Traditional Teaching with a Large English Language Population in a Middle-School Setting

Autor/in	McWright, Cynthia Nicole Pendleton
Titel	A Comparative Study Teaching Chemistry Using the 5E Learning Cycle and Traditional Teaching with a Large English Language Population in a Middle-School Setting
Quelle	(2017), (173 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Southern Mississippi
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-1300-8
Schlagwörter	Hochschulschrift; Dissertation; Science Instruction; Chemistry; Student Interests; Knowledge Level; Middle School Students; Secondary School Science; Grade 8; English Language Learners; Quasiexperimental Design; Statistical Analysis; Control Groups; Experimental Groups; Comparative Analysis; Conventional Instruction; Pretests Posttests; Student Attitudes; Student Surveys; Science Interests; Scores; Inquiry; Experiential Learning; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Studieninteresse; Wissensbasis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Statistische Analyse; Schülerverhalten; Schülerbefragung; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	For decades science educators and educational institutions have been concerned with the status of science content being taught in K-12 schools and the delivery of the content. Thus, educational reformers in the United States continue to strive to solve the problem on how to best teach science for optimal success in learning. The constructivist movement has been at the forefront of this effort. With mandatory testing nationwide and an increase in science, technology, engineering, and mathematics (STEM) jobs with little workforce to fulfill these needs, the question of what to teach and how to teach science remains a concern among educators and all stakeholders. The purpose of this research was to determine if students' chemistry knowledge and interest can be increased by using the 5E learning cycle in a middle school with a high population of English language learners. The participants were eighth-grade middle school students in a large metropolitan area. Students participated in a month-long chemistry unit. The study was a quantitative, quasi-experimental design with a control group using a traditional lecture-style teaching strategy and an experimental group using the 5E learning cycle. Students completed a pre-and post-student attitude in science surveys, a pretest/posttest for each mini-unit taught and completed daily exit tickets using the Expert Science Teaching Educational Evaluation Model (ESTEEM) instrument to measure daily student outcomes in main idea, student inquiry, and relevancy. Analysis of the data showed that there was no statistical difference between the two groups overall, and all students experienced a gain in content knowledge overall. All students demonstrated a statistically significant difference in their interest in science class, activities in science class, and outside of school. Data also showed that scores in writing the main idea and writing inquiry questions about the content increased over time. [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	2020/1/01