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| Teachers'
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Inquiry Question: What effects does routine have on creating a productive classroom environment?
Connor R. Angwin
In my first year as an 8th grades science teacher, I noticed a difference in achievement across the periods that I was teaching. I was curious about what factors may have played a part in creating this difference. Two periods of this class were involved in this study where a specific routine was emphasized. This routine was in many ways different from that the students had previously experienced with differences in content and activities. Students were evaluated on their participation and behavior throughout the unit on a number of factors including a pre and post study survey, general observations, and overall performance. Once the data was collected, it was found that an emphasis on routine was eff3ective in boosting performance across the board. Many students who previously performed badly showed great improvement. The results of this study were encouraging showing that routines and procedures can be important factors in promoting the advancement of one’s students and a social justice agenda.
Inquiry Question: How does the use of technology in the classroom affect student learning?
Crystal Davis
As a former high school student who was unfamiliar with using computers in college, I was curious to find out if it was possible to implement a computer based unit that would allow students to acquire basic computer skills in their science classroom. Sixty-six ninth grade students enrolled in an Integrated Science class participated in this study. Students were assessed on their acquisition of computer skills that they demonstrated by giving a PowerPoint presentation. Additionally, attendance rates and grades were assessed to ascertain whether students improved academically when computer technology was used in the classroom. Finally, student attitudes were surveyed to determine whether they reacted positively or negatively to using computers in their science content area. Results indicate that students were able to successfully learn science content while simultaneously learning how to use computers. Students also responded positively to the use of computers in the classroom and attended class more frequently.
How does student voice in different aspects of the class affect classroom environment? Student empowerment inside the classroom (Grade 9)
Lily ChingYu Hsu
In an urban school based heavily on traditional teacher-driven instructions, I was curious about the effects of student empowerment in different aspects of the class on the classroom environment. Fifty-seven ninth grade students enrolled in Integrated Coordinated Science participated in this study in which the power inside the classroom was divided among the students and the teacher. The students had power to create the rules and consequences of the class and to decide on where they want to sit and with whom they want to work. The students were also provided with different choices on how homework was to be completed. All students were surveyed about the change in the classroom environment, the student-teacher relationship, and the student engagement level on different assignments. Six students were interviewed by the teacher about their changes in motivation and/or behavior inside the classroom. The result suggested that student empowerment inside the classroom generate a more positive learning environment in general and generate an improvement in student-teacher relationship. However, the student engagement level in assignments varies among the different classes.
Disparate Effects of Ability Grouping on the Academic Achievement And Educational Attitudes of High-, Mid-, and Low-Performing Students.
Biology and Honors Biology: Grades 9-10
Allison James
This inquiry examines the effects of ability grouping on the academic achievement and educational attitudes of students of different ability levels. Over the course of the study, high-, mid-, and low-performing students were observed in both a heterogeneous ability setting (baseline period) as well as a more homogenous setting in which they were grouped by ability (treatment period). Data on students achievement was gathered from student progress reports submitted at the conclusion of both the baseline and treatment periods, while educational attitudes were measured through a comparison of pre-treatment and post-treatment attitudinal surveys. Focus groups were also conducted in order to further inform data. Findings indicated that the high-performing students showed a decrease in both achievement and attitude after being placed in a more homogenous grouping. The mid-performing students showed no change in achievement and an increase in attitude, while low-performing students showed an increase in both achievement and attitude after undergoing the homogenous ability grouping treatment. These findings have important implications for the use of tracking and ability grouping programs in schools.
Do only high academically performing students have strong interests and attitudes towards science and meet success with inquiry tasks?
Heather S. Jonson
Any classroom is filled with students who want different things from their education, and who perform differently on different types of assignments. As a science teacher, I utilize a variety of educational strategies, including inquiry tasks, in which students can demonstrate their problem-solving skills and get a chance to think “outside of the box.” The purpose of this study was to investigate how chemistry students at different academic performance levels respond to inquiry.
I had noticed early on in the school year that many students who were not performing well in my class were significantly more interested in inquiry tasks and laboratories than in the other assignments. To collect data, I administered student surveys and made student observations during inquiry tasks to assess interest and success. I compared these results and grouped students by academic performance. The results showed that some students who are very interested in the field of science do not perform well in science classes. Also, students at all performance levels are definitely very interested in inquiry and can meet success with these types of assignments; thus, not only the highest academically performing students excel at inquiry tasks.
Can alternative assessments effectively engage students in learning chemistry content as well as empower them to do well on traditional forms of assessment? Chemistry and Chemical Inquiry (Grades 10-11)
Hanna Kang
In a school system focused heavily on standardized assessments, I was curious about the role of alternative assessments and whether they could be successful in engaging students in learning chemistry as well as preparing them to be successful on traditional forms of assessment. Thirty-six students enrolled in chemistry were involved in this study in which classroom summative assessments were focused heavily on alternative assessments. Immediately following the alternative assessments, students were given a short traditional assessment in which the content was closely correlated to that which was being assessed on the alternative assessment. In addition, students were surveyed about their thoughts on the two forms of assessment and a small focus group was held to get more detailed feedback.
How do varying levels of a teacher’s standards for student work influence student academic performance?
Amanda Knudson
This study investigated the effect of a teacher’s standards for student work on student academic performance. Standards of work were defined through classroom rules, late work policies, and tutoring. The following questions guided this investigation:
How do teacher expectations influence the quality of student work?
How do teacher expectations influence weekly quiz scores?
How do teacher expectations influence student attendance rates?
How does student perception of fairness influence student performance?
The study was performed over a 15-week period divided into three 5-week periods of different expectation levels. Despite being inconclusive, the results of this inquiry are still valuable in several ways. As an educator, my goal is to provide the best possible education to each of my students. This inquiry suggests that in order to do that, it is necessary to have high, but reasonable, standards of work for each student. It is important these standards of work, or expectations, are high because as the quality of work data shows, students will only put in the effort required. When expectations were low, student effort was low. It is important to give them a goal to achieve. At the same time, however, these expectations must be reasonable.
Inquiry Question: How does peer tutoring affect an at-risk student’s academic performance and motivation to learn science?
Jenny H. Ta
I teach science in an overcrowded high school and am unable to provide personal and additional attention to each individual student in my classroom. Therefore, I offered after school tutoring for at-risk students in danger of failing; peer tutors conducted the tutoring. The after school tutoring was a means to provide personal assistance and further aid for at-risk students. Six peer tutors (earning a “B” or above) helped 24 at-risk students (earning a “D” or below) review science concepts and complete homework during the tutoring sessions. The mean class, homework, and quiz grades of at-risk tutees and at-risk non-tutees were compared against each other. A questionnaire was used to assess the effects attending tutoring had on an at-risk student’s motivation and self-perception of their ability to learn science. Overall, at-risk tutees earned a higher mean class grade and higher mean scores on the homework and quiz assessments than at-risk non-tutees. In addition, most at-risk tutees felt tutoring made learning Integrated Science more enjoyable and helped increase their self-confidence in learning science. Further studies may want to research how providing a safe means of transportation home would affect attendance to tutoring and the effects of peer tutoring on the peer tutors.
HOW DOES LONG-DISTANCE MENTORING EMPOWER MY STUDENTS?
Jennifer Thomas
This inquiry investigates empowerment of urban high school students through a long-distance mentoring project. My ninth grade students took on the role of academic and social mentor of fourth grade students whose culture, ethnicity, socioeconomic status, and academic attitudes are very different from their own. The following prompts helped guide my investigation:
Have my students gained new insight and experiences through interactions with students of diverse ethnicities, cultures, and socioeconomic backgrounds?
Have my students exhibited critical thought as a result of these novel experiences?
Have my students demonstrated increased motivation and enthusiasm for their science education?
Have my students demonstrated increased effort and ownership of their science education?
Have my students gained a deeper understanding of science content?
Educational research on long-distance mentoring projects has not previously been attempted. Methodology for this study centered on the creation and cultivation of a relationship between 4th and 9th grade students via letters, assignments, and videotapes. The study culminated in an in-person meeting and lab practical.
Findings indicate that 9th grade students participating in the project gained new social understanding and perspective, demonstrated more enthusiasm and motivation for school, and progressively increased depth of science knowledge more so than their peers not participating in the project.
Scaffolding inquiry for urban high school students.
Caroline Tran
Students from urban schools who like inquiry have different needs than students who do not like inquiry. Students in this study engaged in a five week long inquiry project. They were classified into high, medium and low interest groups for cross examination. The aspects explored in this study include the advantages that each of the three groups perceive of inquiry, the barriers each group faces, and the methods that each group uses to overcome the barriers. This study found that students who like inquiry see advantages to inquiry that are intrinsically rewarding whereas students who dislike inquiry see advantages that are extrinsically rewarding. Also, students who dislike inquiry also encounter more barriers than students who like inquiry. What is interesting though is students who like inquiry stated that they are scaffolded best via lectures and practice problems whereas students who dislike inquiry stated that they are scaffolded best through labs.
How does student voice in different aspects of the class affect classroom environment?
Inquiry Question: How does providing my English-Language Learners with oral and written Spanish materials and activities affect their understanding of science content?
Nicolette Valdez
In the state of California, English-Language Learners compose approximately one-fourth of the total public school population and represent over 1.5 million students. Currently, both the federal and California state governments support an intense one-year immersion program for English-Language Learners that consists of native language instruction and is designed to increase the students’ English language skills. After the students complete the program they are put into English-only core content classes and are expected to succeed. I was curious about the effectiveness of the current program and wondered if students would acquire a deeper understanding of science content if their primary language was included in the curriculum. I examined two periods in this study; second period, which only received written native language supports, and fifth period, which received both written and oral native language supports. Throughout the study district assessments, grade averages, focus groups, and student surveys were analyzed. I concluded that the inclusion of both written and oral Spanish supports dramatically increased the science understanding of my students. However, simply providing written Spanish supports did not produce measurable changes.
What effect would an L1-(students’ native language) focused Word Wall vocabulary strategy have on English Language Learners’ science content understanding?
Meng Zhang
In a school where the student population is made up predominantly of English Language Learners (ELLs), I was curious about what effect on science content learning might result from students using an L1-focused Word Wall vocabulary strategy as compared to using an English-only Word Wall vocabulary approach. Twenty six students in my sheltered ELL science class were involved in this study in which 4 weeks of the plant unit were focused heavily on allowing students to use their L1 to learn the science academic vocabulary through the Word Wall activity. Various scaffolding strategies were also implemented to help students make connections between the vocabulary and the content knowledge. An initial survey and a final interview were given to students to assess their attitude about the L1-focused Word Wall activity as compared to the L2-focused activity. Student works were also collected and some selected works were analyzed in depth with context to the findings of this study. Overall grades for the whole class were compared between the L1-based and the L2-based units to show any significant changes in students’ progress on science content learning. This study found that by allowing students to use their L1 in the classroom, a positive learning environment is created. However not all students were affected positively by the L1-focused Word Wall strategies. All ELLs have different needs as learners and may need different kinds of scaffolding devices to meet those needs.