Current Search: Inquiry-based learning (x)
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- Title
- The self-reported use of metacognitive reading strategies of community college students.
- Creator
- Munro, Sophia., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
College requires students to read strategically in order to be academically successful (Caverly, Nicholson, & Radcliffe, 2004). Strategic readers utilize a variety of strategies, including metacognitive reading strategies (Mokhtari & Reichard, 2002; Pressley & Afflerbach, 1995). However, not all students use the same strategies when reading academic text. The purpose of this study was to explore whether students enrolled in a developmental reading course report using different metacognitive...
Show moreCollege requires students to read strategically in order to be academically successful (Caverly, Nicholson, & Radcliffe, 2004). Strategic readers utilize a variety of strategies, including metacognitive reading strategies (Mokhtari & Reichard, 2002; Pressley & Afflerbach, 1995). However, not all students use the same strategies when reading academic text. The purpose of this study was to explore whether students enrolled in a developmental reading course report using different metacognitive reading strategies than students who are enrolled in a college-level English course. The Metacognitive Awareness of Reading Strategies Inventory (Mokhatari & Reichard, 2002) was administered to 423 students at a community college in the southeastern United States. The results of the Tests of Between-Subjects Effects indicated that the main effect for group membership was not significant. The results of the Tests of Within-Subjects Effects indicated that problem solving was reportedly used relatively equally by the two groups, but global and support reading strategies were used less by the English group,with the interaction effect even stronger for support strategies. The implications of this study on teaching and further research were also explored.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3333057
- Subject Headings
- Reading, Psychology of, Cognitive learning, Inquiry-based learning
- Format
- Document (PDF)
- Title
- Knots in the woods: an assessment of the effects of location on self-directed experiential learning.
- Creator
- Coyle, Jasmine, Owen, Dianne, Florida Atlantic University, Charles E. Schmidt College of Science, Center for Environmental Studies
- Abstract/Description
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My research measured completion and retention of procedural learning tasks, and declarative and procedural components of engagement in indoor and outdoor settings. Instructor-assisted Self-Directed Learning and Non-instructor-assisted Self-Directed Learning were implemented in the context of an Experiential Learning approach. Experimental covariates included student-specific variables such as background and experience, and environment-specific variables such as temperature, and humidity. AIC...
Show moreMy research measured completion and retention of procedural learning tasks, and declarative and procedural components of engagement in indoor and outdoor settings. Instructor-assisted Self-Directed Learning and Non-instructor-assisted Self-Directed Learning were implemented in the context of an Experiential Learning approach. Experimental covariates included student-specific variables such as background and experience, and environment-specific variables such as temperature, and humidity. AIC model averaging was used to identify the best-fitting mixed GLM models. Neither location, nor pedagogic method, proved to be a significant predictor of the probability that a student would complete the most complex of the procedural learning tasks, and the percent of students completing this task was not significantly higher in outdoor groups than in indoor groups. Neither location nor pedagogic method was a significant predictor of retention of procedural knowledge or engagement with learning materials. The level of voluntary collaboration was higher in outdoor groups than in indoor groups.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004095, http://purl.flvc.org/fau/fd/FA00004095
- Subject Headings
- Active learning, Education, Higher -- Philosophy, Experiential learning, Group learning in education, Inquiry based learning
- Format
- Document (PDF)
- Title
- A Comparative Analysis of Science-Technology-Society Standards in Elementary, Middle, and High School Science Curriculum Frameworks.
- Creator
- Tobias, Karen Marie, Kumar, David D., Florida Atlantic University
- Abstract/Description
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An analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating ScienceTechnology- Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see...
Show moreAn analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating ScienceTechnology- Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see if the compliance was similar across the levels. Compliance is important because research s)lows that using STS themes in the science classroom increases the student's understanding of the concepts, increases the student's problem solving skills, increases the student's self-efficacy with respect to science, and students instructed using STS themes score well on science high stakes tests. The two hypotheses for this study are: H01: There is no significant difference in the degree of compliance to ScienceTechnology- Society themes (derived from National Science Education Standards) between the elementary, middle, and high school levels. H02: There is no significant difference in the degree of compliance to ScienceTechnology- Society themes (derived from National Science Education Standards) between the elementary, middle, and high school level when examined individually. The Analysis of Variance F ratio was used to determine the variance between and within the three educational levels. This analysis addressed hypothesis one. The Analysis of Variance results refused to reject the null hypothesis, meaning there is significant difference in the compliance to STS themes between the elementary, middle and high school educational levels. The Chi-Square test was the statistical analysis used to compare the educational levels for each individual criterion. This analysis addressed hypothesis two. The Chi-Squared results showed that none of the states were equally compliant with each individual criterion across the elementary, middle, and high school levels. The National Science Education Standards were created with the input of thousands of people and over twenty scientific and educational societies. The standards were tested in numerous classrooms and showed an increase in science literacy for the students. With the No Child Left Behind legislation and Project 2061 , the attainment of a science literate society will be helped by the adoption of the NSES standards and the STS themes into the American classrooms.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000714, http://purl.flvc.org/fau/fd/FA00000714
- Subject Headings
- Science--Study and teaching--Research, Educational tests and measurements--United States, Inquiry-based learning, Third International Mathematics and Science Study
- Format
- Document (PDF)
- Title
- The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes.
- Creator
- DiLorenzo, Kim E., College of Education, Department of Exceptional Student Education
- Abstract/Description
-
Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive...
Show moreIntermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive strategies to comprehend expository text in settings that support collaboration and flexible application of comprehension strategies, and have meaningful opportunities for reading and writing (Mastropieri & Scruggs, 2004; Palincsar & Klenk, 1992). A method that includes these components is reciprocal teaching (RT; National Reading Panel, 2000). RT has been used during content area instruction to increase reading comprehension skills of intermediate elementary students without disabilities in general education classrooms (King & Johnson, 1999; Lederer, 2000; Lubliner, 2004). These reading comprehension gains have been maintained by students on follow-up tests after the RT intervention has been withdrawn (Palincsar & Brown, 1984; Westera & Moore, 1995). This study examined the effects of RT on the science literacy of intermediate elementary students (grades 4-5) participating in inclusive science classes. Students with learning disabilities (SWLD), students at-risk (AR), and students in general education (GE) participated in this study. General education teachers used RT with science texts to improve science literacy. Pre/post science quizzes were used to assess the effects of the RT intervention, and post/follow-up tests assessed potential maintenance of the RT. s, Analyses of the data showed that the RT intervention resulted in improved science comprehension overall, and for each student group. In addition, the results showed that the gains were maintained for the individual student grouping after the RT intervention was removed, although these gains were not found overall.The study demonstrated that the use of RT during science instruction in inclusive, intermediate elementary classes assisted students who are AR, SWLD, and students in GE to attain science knowledge using standard science texts and materials. These results extend the experimental literature on science literacy and reciprocal teaching, particularly among intermediate elementary students.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2975244
- Subject Headings
- Science, Study and teaching (Elementary), Thought and thinking, Study and teaching (Elementary), Language arts (Elementary), Correlation with content subjects, Inquiry-based learning, Cognitive learning, Academic achievement, Interdisciplinary approach in education
- Format
- Document (PDF)
- Title
- Exploring the influence of middle school leaders on middle school girls' interest in high school science enrollment.
- Creator
- Kijanka, Lori., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls...
Show moreThe purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls' career goals emerged as a significant influence on school leaders' perceptions. Instructional methodology and cultural, gendered assumptions of women in science were found as themes in middle school leaders' perceptions that further shaped the advice to girls to enroll in high school science courses. The study provided information that clarified how middle school leaders can maintain the academic pathway for girls in science as well as recommendations for further study.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/192985
- Subject Headings
- Science, Study and teaching (Secondary), Inquiry-based learning, Science, Study and teaching (Middle school), Curricula, Curriculum planning, Sex differences in education, Education, Aims and objectives
- Format
- Document (PDF)
- Title
- Writing, elementary teachers, and English language learners: a case study of teacher reported pedagogical knowledge and collaborative inquiry in a title 1 school.
- Creator
- East, Jill A., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM)...
Show moreThis qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM) observations. The data from the interviews and observations were used to investigate how participants implemented the Common Core Anchor Standards (CCAS) 1-6 in their classrooms. The data also sought to examine how the participants’ collaboration in LTMs contributed to the selected 3rd-5th grade teachers’ PCK with respect to CCAS 1-6 and support for their English language learners (EL). The findings indicated that participants recognized various EL instructional strategies embedded in the subject matter of writing. Further, the data indicated that the dual language participants collaborated as an effective means for delivering various EL instructional strategies.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004441, http://purl.flvc.org/fau/fd/FA00004441
- Subject Headings
- Early childhood education -- Philosophy, English language -- Composition and exercises -- Study and teaching (Elementary), English language -- Study and teaching as a second language, Inquiry based learning, Language arts (Elementary), Language experience approach in education, Pedagogical content knowledge, Second language acquisition
- Format
- Document (PDF)