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Title: A CURRICULUM DESIGN FOR THE STUDY OF ETHNIC SURVIVALS.
Creator: Diaz, Carlos F., Florida Atlantic University, Cook, Joseph B.
Abstract/Description: The problem examined by this study is that there is no conceptual design for teachers and students in the social sciences for (1) organizing ethnic content and (2) comparing and analyzing ethnic group experiences. The following research questions were addressed: (1) What factors about the experiences of ethnic groups inhibit or promote the retention of original cultural characteristics? (2) Which of the original cultural characteristics of an ethnic group were lost voluntarily and which were...
Show moreThe problem examined by this study is that there is no conceptual design for teachers and students in the social sciences for (1) organizing ethnic content and (2) comparing and analyzing ethnic group experiences. The following research questions were addressed: (1) What factors about the experiences of ethnic groups inhibit or promote the retention of original cultural characteristics? (2) Which of the original cultural characteristics of an ethnic group were lost voluntarily and which were lost as the price for inclusion into the larger society? (3) What factors account for the different rates of retention of original cultural characteristics among various ethnic groups? (4) What is the significance of presenting material in the social sciences from a monoethnic perspective? (5) Among the original cultural characteristics that ethnic groups have, which are most susceptible to extinction or modification? (6) What is the effect of the length of stay of an ethnic group in the host society on the retention of original cultural characteristics? and (7) What is the difference in the retention of original cultural characteristics, if any, among ethnic group members who settled in rural or urban areas? The study reviewed the literature in two categories: literature on the topic of ethnicity and works on incorporating ethnic content to create a multiethnic curriculum. The literature on ethnicity produced a series of characteristics which help to define the parameters of ethnic identity. This literature also gives steps which facilitate or retard the integration of an ethnic group in the host society. The literature on teaching ethnic content revealed some very useful approaches, models and typologies. Host materials in this field were found to have been published in the last decade. This literature did not produce a detailed design that could be used in the classroom to analyze the factors which affect the retention or loss of an ethnic group's original cultural characteristics. The theme developed in this study begins with an analysis of selected characteristics of an ethnic group's original culture. Experiences of an ethnic group which modified one or more of the characteristics of original culture were identified. The final phase is the determination of what characteristics selected survived until the present and in what form. The design then documents the characteristics at the point of origin, passing through the modifying experiences and the extent to which the characteristics chosen survived. The initial design was sent to a panel of experts in multiethnic education. Their reactions were then incorporated into a revised design. The revised design was then applied to three ethnic groups: Black, Cuban and Jewish-Americans. These groups were chosen because they represent ethnicity along racial, national and religious lines. The application of the design revealed that the design contained the flexibility to accommodate the analysis of different types of ethnic groups. The design was of significant assistance in examining and classifying information on each of the three ethnic groups as well as providing a framework from which a summary about each group could be compiled. Several recommendations for future research were made as a result of this study. The recommendations are: (1) Future research could focus on a cross-national comparison of an ethnic group's adaptation in two or more societies. (2) An analysis of stages of ethnic identification and the factors that affect this spectrum of identity is recommended. (3) More study needs to be done on cultural characteristics developed by an ethnic group which are neither derived from its original culture nor similar to patterns found elsewhere in the host society.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11764
Subject Headings: Social sciences--Study and teaching
Format: Document (PDF)

Title: A REALISTIC APPROACH TO THE TEACHING OF BASIC JUNIOR HIGH SCIENCE STUDENTS.
Creator: STULL, DONNA JEAN., Florida Atlantic University
Abstract/Description: Changes took place in the science curriculum during the 1960's; the "classical" approach was discarded for laboratory oriented courses. The courses were excellent for highly motivated students but little was developed for the slow or basic students. This author found that in trying to develop a course for basics, one must look at the students and develop a program around their needs. They need to teel important and that they are not failures. This writer also found the teacher to be of prime...
Show moreChanges took place in the science curriculum during the 1960's; the "classical" approach was discarded for laboratory oriented courses. The courses were excellent for highly motivated students but little was developed for the slow or basic students. This author found that in trying to develop a course for basics, one must look at the students and develop a program around their needs. They need to teel important and that they are not failures. This writer also found the teacher to be of prime importance to the su.ccess of the program, strict discipline and lecturing will not work with the basic students. The teacher must be willing to remove failure from the classroom, make the material sufficiently elementary, arouse curiosity, and make the material appealing and relevant. A basic program must be based on a humanistic approach, if the children are to learn.
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Date Issued: 1971
PURL: http://purl.flvc.org/fcla/dt/13460
Subject Headings: Science--Study and teaching (Secondary)
Format: Document (PDF)

Title: A VALIDATION STUDY OF A PIAGETIAN TYPE DIAGNOSIS OF COMMUNITY COLLEGE STUDENTS' COGNITIVE FUNCTIONING ABILITIES.
Creator: ALLMAN, PAULA DARYL., Florida Atlantic University
Abstract/Description: The purpose of this study was to examine the possibility of diagnosing community college students' cognitive functioning abilities, in social science content areas, by means of a Piagetian type clinical diagnosis. In addition, analyses were made to determine the relationships between isolated constructs of cognitive functioning and certain demographic variables. The initial expectation was that factor analysis would yield constructs aligned with constructs of cognitive functioning delineated...
Show moreThe purpose of this study was to examine the possibility of diagnosing community college students' cognitive functioning abilities, in social science content areas, by means of a Piagetian type clinical diagnosis. In addition, analyses were made to determine the relationships between isolated constructs of cognitive functioning and certain demographic variables. The initial expectation was that factor analysis would yield constructs aligned with constructs of cognitive functioning delineated by Piaget. It was also expected that the diagnosis would significantly distinguish between the three strata of subjects as the strata were formed on the basis of the subjects' past levels of academic performance. On the other hand, it was not expected that the diagnosis would be discriminatory in reference to other demographic variables studied. Observation of the results of the factor analysis confirmed the expectations regarding the Piagetian aligned factor structure of the diagnosis and offered a construct validity and reliability estimate of approximately .86. Observation of the results of the relational studies served to support the stated expectations except that measures related to three of the constructs were discriminatory along the dimension of sex. Twelve factors or constructs aligned with Piaget's theory were isolated. The constructs represented both a concrete operational and an abstract operational level of cognitive functioning for most of the cognitive tasks diagnosed. Seven of the factors discriminated significantly (p<.001) between the strata and, in all cases, discriminated in favor of stratum three, the stratum with highest past level of academic performance. The subjects in the stratum with the lowest level of academic performance, stratum one, and frequently stratum two subjects were functioning at a concrete operational level during the diagnosis. The important findings of this research necessitate immediate and continuous research of Piagetian remediation approaches based on the diagnosis and remediation of the learner's cognitive functioning abilities.
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Date Issued: 1972
PURL: http://purl.flvc.org/fcla/dt/11624
Subject Headings: Cognition, Social sciences--Study and teaching, Remedial teaching
Format: Document (PDF)

Title: A formative evaluation of the grassy waters preserve aquatic connections and watershed awareness (acwa) environmental education program.
Creator: Hopler, Sarah, Meltzer, Carol, Graduate College
Date Issued: 2011-04-08
PURL: http://purl.flvc.org/fcla/dt/3164541
Subject Headings: Environmental sciences --Study and teaching, Environmental education, Wetland conservation
Format: Document (PDF)

Title: A STUDY OF THE RELATIONSHIP OF ALLOCATED INSTRUCTIONAL TIME AND OTHER SELECT FACTORS TO ACHIEVEMENT IN SCIENCE AT THE FIFTH GRADE LEVEL.
Creator: Romance, Nancy, Florida Atlantic University
Abstract/Description: The study was designed to determine the impact of time, materials and activities upon student achievement in science at the fifth grade level. The variables used represent factors which can be manipulated by educators. The sample included 1,393 fifth grade students and seventy-one teachers in nineteen elementary schools of a large, Florida school district. Assessment instruments included STEP Science, CAT Reading and student and teacher questionnaires. Statistical treatment of the data...
Show moreThe study was designed to determine the impact of time, materials and activities upon student achievement in science at the fifth grade level. The variables used represent factors which can be manipulated by educators. The sample included 1,393 fifth grade students and seventy-one teachers in nineteen elementary schools of a large, Florida school district. Assessment instruments included STEP Science, CAT Reading and student and teacher questionnaires. Statistical treatment of the data included Pearson product-moment correlation coefficients and multiple regression analysis using Fortran programming. Analysis of data revealed that time allotted for science varied considerably (15-180 minutes per week). Data reported by both students and teachers on the three variables represented positive and significant relationships. Student and teacher estimates of time allotted for science were positively correlated (r = 0.41, r = 0.30) with achievement in science. Reading achievement was significantly (r = 0.91) related to achievement in science. Regression analyses using teacher and student data revealed (r^2 = 0.84, r^2 = 0.82) that when time, materials and activities were partialled out, reading was the major predictor of science achievement. F-ratios were not significant at the .05 confidence level. While the statistical significance of this study is slight, some recommendations can be made both from the findings and from the insights gained as part of the process. Recommendations of the study include: (1) There is a need to define clearly the amount of time which should be allotted for science instruction at the fifth grade level to minimize discrepancies. (2) There is a need to further analyze the reasons behind the inconsistencies in instructional time allotted for science. (3) There is a need to investigate whether instruction designed to integrate reading in the content area of science results in greater gains in achievement in science and in reading. (4) There is a need to develop a system to implement, evaluate, and monitor the district's science program to prevent such reported inconsistencies in time, materials and activities. (5) There is a need to provide all students with the necessary materials for learning in science. (6) There is a need to continue with standardized testing information being disseminated to the parents and/or community.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11799
Subject Headings: Science--Study and teaching (Elementary)--Florida
Format: Document (PDF)

Title: TEACHING SOCIAL STUDIES THROUGH THE MEDIA OF ART.
Creator: EVERTZ, BARBARA JANE BLOOM., Florida Atlantic University, Marina, William
Abstract/Description: This thesis was prepared as experimental curriculum for social studies utilizing an art approach. It contains specific concept based lesson plans in the areas of geography, American history and government. All of the concepts are achieved through the use of art skills rather than textbook interpretations. They require the student to use higher level taxonomic skills in the preparation of a final observable product such as maps, posters, flags and models. The concepts presented contain a...
Show moreThis thesis was prepared as experimental curriculum for social studies utilizing an art approach. It contains specific concept based lesson plans in the areas of geography, American history and government. All of the concepts are achieved through the use of art skills rather than textbook interpretations. They require the student to use higher level taxonomic skills in the preparation of a final observable product such as maps, posters, flags and models. The concepts presented contain a teacher's rationale, student's discovery question, list of necessary materials, suggested textbook sources, method of presentation by the teacher to the students and discussion questions to follow the presentation by the students of their product.
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Date Issued: 1971
PURL: http://purl.flvc.org/fcla/dt/13467
Subject Headings: Social sciences--Study and teaching., History in art.
Format: Document (PDF)

Title: DESK-TOP KITS IN THE TEACHING OF INTRODUCTORY CHEMISTRY IN THE COMMUNITY COLLEGE: AN APPROACH BASED ON THE PIAGETIAN MODEL.
Creator: Baker, Marion Hale, Florida Atlantic University, Cook, Joseph B., Foley, Jack L.
Abstract/Description: Recent literature has suggested that many entering college students have not yet reached Piaget's formal operational level of intellectual development. The material in introductory chemistry, however, requires formal operational thought processes and chemistry instruction typically assumes that this level has been reached by students. The premise of this study was that if many introductory chemistry students have not yet reached formal operational levels but work exclusively at the concrete...
Show moreRecent literature has suggested that many entering college students have not yet reached Piaget's formal operational level of intellectual development. The material in introductory chemistry, however, requires formal operational thought processes and chemistry instruction typically assumes that this level has been reached by students. The premise of this study was that if many introductory chemistry students have not yet reached formal operational levels but work exclusively at the concrete operational stage, instruction should be directed toward concrete thought processes with the aim of helping the student advance from the concrete to the abstract. Desk-top kits containing chemicals, model-building materials and demonstration devices were distributed to each student during lecture. Each student handled the materials, contructed models and performed his own demonstrations as concepts were introduced. Relationships between the material or process itself (e.g., solutions or precipitation), seen firsthand, and the symbolic representation of that material or process were stressed. This study has demonstrated that, by taking into account the intellectual level of the learner, greater growth and higher achievement can result for introductory chemistry students. It has presented evidence that the Piagetian model of intellectual development is a useful approach for chemical educators to pursue. Presentation of new material in concrete terms with individual handling of materials and models and the individual performance of demonstrations can help introductory chemistry students grow and achieve. It is interesting that, while this approach may be necessary for the concrete operational members of a class, the formal operational members can also benefit from it.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11699
Subject Headings: Chemistry--Study and teaching (Higher), Science--Study and teaching--Aids and devices
Format: Document (PDF)

Title: Conch in the classroom: integrating queen conch activities in the curriculum.
Creator: Shawl, Amber L., Harbor Branch Oceanographic Institute
Date Issued: 2006
PURL: http://purl.flvc.org/FCLA/DT/2144791
Subject Headings: Marine biology --Study and teaching --Florida, Queen conch, Marine sciences --Study and teaching --Florida
Format: Document (PDF)

Title: A NEW USE FOR GENERALIZATIONS IN THE TEACHING OF WORLD HISTORY.
Creator: STANTON, MARY E., Florida Atlantic University
Abstract/Description: In an effort to resolve the declining popularity of World History in the Community Junior College, "A New Use for Generalizations in the Teaching of World History" was designed. Students have rebelled at traditional World History courses because they have been forced to memorize masses of irrelevant data; they have not been shown meaningful transitions that would give students a sense of confidence in their inheritance from the past; and students have not received help from World History...
Show moreIn an effort to resolve the declining popularity of World History in the Community Junior College, "A New Use for Generalizations in the Teaching of World History" was designed. Students have rebelled at traditional World History courses because they have been forced to memorize masses of irrelevant data; they have not been shown meaningful transitions that would give students a sense of confidence in their inheritance from the past; and students have not received help from World History content to solve current problems. "Living Ages," a syllabus for a World History course using generalizations was included in the dissertation. The course had been taught by Mary Stanton while head of the Social Science Department and professor of history at Palm Beach Atlantic College in West Palm Beach. A slight revision of the chronological time-line models gave more time for the emerging Third World Nations. The author's current revision utilizing the principles of the doctoral dissertation will make the course ready to teach as a survey of World History on the college level.
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/11668
Subject Headings: History--Study and teaching, Social sciences--Study and teaching
Format: Document (PDF)

Title: A private school leadership perspective on highly qualified middle school science teachers.
Creator: Bogaski, Carolyn Siniscalchi, Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders’ definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ.
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004349, http://purl.flvc.org/fau/fd/FA00004349
Subject Headings: Comparative education, Educational leadership, School management and organization, Science -- Study and teaching (Middle school)
Format: Document (PDF)

Title: Points of Intersection Finding Connections Between Design, Science and Math.
Creator: Kohlhagen, Christopher, Afanador Llach, Camila, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Visual Arts and Art History
Abstract/Description: Contemporary educational trends have created a false dichotomy between the arts and science. The will to make STEM subjects the focus of K-12 education, ignores both a shared history and the potential for greater learning in a shared future.The intention of Points of Intersection is to demonstrate that design, science and math intersect in their concepts, practices and history. In the past, these disciplines were explored and studied together and benefited from each other. By exploring what...
Show moreContemporary educational trends have created a false dichotomy between the arts and science. The will to make STEM subjects the focus of K-12 education, ignores both a shared history and the potential for greater learning in a shared future.The intention of Points of Intersection is to demonstrate that design, science and math intersect in their concepts, practices and history. In the past, these disciplines were explored and studied together and benefited from each other. By exploring what design and science have in common and the points where they intersect, we can see the relevance and importance of art and design in k-12 education and change STEM to STEAM. The exhibition will explore point, line, plane and the “Golden Ratio” demonstrating how these concepts can be understood from the perspectives of physics, math, art and design on a basic level. These basic principles can be used to introduce these fields of study and bring a better understanding of them to students in K-12. Future designers and scientists with this educational underpinning will have a better mutual understanding of one another’s field and the potential for shared research, process and results.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00005949
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Art and science., Science--Study and teaching., Design.
Format: Document (PDF)

Title: THE USE OF TESTED OVERHEAD PROJECTION SERIES AS A SUPPLEMENT IN AN INTRODUCTORY PHYSICAL SCIENCE PROGRAM.
Creator: BOLLINGER, DAVID LININGER., Florida Atlantic University, Banter, John C.
Abstract/Description: This was prepared as a study of the effect the supplementary use of portions of a science course titled "Tested Overhead Projection Series" would have on an introductory physical science program. Four classes were used with similar ability and composition. Two classes were control and two were experimental. Comparison of results indicated some supplementary presentations may have improved learning, but when all presentations of the supplementary program are considered the results suggest this...
Show moreThis was prepared as a study of the effect the supplementary use of portions of a science course titled "Tested Overhead Projection Series" would have on an introductory physical science program. Four classes were used with similar ability and composition. Two classes were control and two were experimental. Comparison of results indicated some supplementary presentations may have improved learning, but when all presentations of the supplementary program are considered the results suggest this supplementary approach had little or no effect.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/13678
Subject Headings: Science--Study and teaching--Aids and devices, Chemistry--Experiments
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: 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.
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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: College meeting: Introduction to the Department of Computer & Electrical Engineering and Computer Science (CEECS).
Creator: Furht, Borko
Date Issued: 2009-09-03
PURL: http://purl.flvc.org/fcla/dt/332871
Subject Headings: Florida Atlantic University, Engineering--Education., Computer science--Study and teaching., Computer science--Research.
Format: Document (PDF)

Title: Visions of engineering in the new global economy.
Creator: Furht, Borko
Date Issued: 2007-09
PURL: http://purl.flvc.org/fcla/dt/332869
Subject Headings: Technological innovations., Computer engineering., Computer engineering --Research., Computer science --Study and teaching.
Format: Document (PDF)

Title: An Analysis of High-Performing Science Students’ Preparation for Collegiate Sciences Courses.
Creator: Walter, Karen, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at...
Show moreThis mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at the collegiate level by taking these courses in high school (p<.001). There was a significant negative correlation between perception of preparation and student GPA with honors science courses (n=55 and Pearson’s r=-0.336), while AP courses (n=47 and Pearson’s r=0.0016) and IB courses (n=17 and Pearson’s r=-0.2716) demonstrated no correlation between perception of preparation and GPA. Students reported various themes that helped or hindered their perception of academic success once at the collegiate level. Those themes that reportedly helped students were preparedness, different types of learning, and teacher qualities. Students reported in a post-hoc experience that more lab time, rigorous coursework, better teachers, and better study techniques helped prepare them for academic success at the collegiate level. Students further reported on qualities of teachers and teaching that helped foster their academic abilities at the collegiate level, including teacher knowledge, caring, teaching style, and expectations. Some reasons for taking high-level science courses in high school include boosting GPA, college credit, challenge, and getting into better colleges.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004640, http://purl.flvc.org/fau/fd/FA00004640
Subject Headings: High school students., Science--Study and teaching--United States., Science.
Format: Document (PDF)

Title: Effect of graphic organizers on ninth-grade students' achievement in social studies.
Creator: Herbst, Paula Schweitzer., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description: This study investigated the effect of using graphic organizers on ninth grade students' achievement in social studies. Participants were 427 ninth grade students; 316 were regularly tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 35% to 85%. One hundred and eleven students were honors and gifted tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 86% to 90% for honors tracked students and 91% to 99% for gifted tracked students. The...
Show moreThis study investigated the effect of using graphic organizers on ninth grade students' achievement in social studies. Participants were 427 ninth grade students; 316 were regularly tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 35% to 85%. One hundred and eleven students were honors and gifted tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 86% to 90% for honors tracked students and 91% to 99% for gifted tracked students. The regular tracked students formed the sample for experiment one which used a 2 x 6 ANOVA to determine relationships between six graphic organizers and/or elaborations and their effect upon student achievement in social studies, grade nine. The honors and gifted tracked students formed the sample for experiment 2 which used a 2 x 2 x 2 ANOVA to determine relationships between two graphic organizers and/or elaborations and their effect upon student achievement in social studies, grade nine. For both experiments a mixed design was used, with strategy as a between-subjects factor and time as a within subjects factor. In addition, academic track (gifted or honors) was a between-subjets factor in experiment 2. Posttest 1 was an immediate recall test. Posttest 2 was a delayed recall test, which was given three weeks after posttest 1. The results indicated that the graphic organizers and/or elaborations SQ3R (experiment 1) and the Structured Conceptual Knowledge Development, with graphic organizers strategy and elaborations (experiment 1 and experiment 2) were the two most effective learning activities used by students (p $<$.0005). The best strategy for retention of information in the social studies ninth grade content area was the Structured Conceptual Knowledge Development, with graphic organizers strategy and elaborations. It was concluded that specific graphic organizers positively affected achievement of ninth grade social studies students. This study also found that the Conventional Method of Teaching: introducing vocabulary, reading chapter questions, reading the chapter and answering the questions in word or sentence form was the least effective way of improving the achievement of ninth grade social studies students.
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Date Issued: 1995, 1995
PURL: http://purl.flvc.org/fcla/dt/12419
Subject Headings: Social sciences--Graphic methods, Social sciences--Study and teaching (Secondary)
Format: Document (PDF)

Title: Effect of a research-based instructional intervention on student learning of the concept of gravity: Immediate and delayed achievement of fourth-grade students.
Creator: Kalvaitis, Lee H., Florida Atlantic University, Romance, Nancy
Abstract/Description: The study was designed to determine the effect of an organized, conceptually-oriented set of lessons involving the concept of gravity on the immediate and delayed achievement of fourth-grade students. Two demographically similar schools were selected for the study, with two "Treatment" classes in one school and two "Comparison" classes in the other school. The sample included 91 fourth-grade students in the four classes who were taught the concept of gravity for two weeks involving three 30...
Show moreThe study was designed to determine the effect of an organized, conceptually-oriented set of lessons involving the concept of gravity on the immediate and delayed achievement of fourth-grade students. Two demographically similar schools were selected for the study, with two "Treatment" classes in one school and two "Comparison" classes in the other school. The sample included 91 fourth-grade students in the four classes who were taught the concept of gravity for two weeks involving three 30-minute lessons per week. The Treatment Group teachers taught the concept of gravity using six prepared lessons. Within the same time frame, Comparison Group teachers used the text book as a guide to teach six lessons on gravity. At the end of the two weeks of lessons on gravity, a 20-question posttest was administered to each class. After another three weeks, a delayed posttest was given. Results of the Cronbach's alpha procedure showed that the two tests were reliable and appropriate for use with fourth grade students. Results of a student opinion question concerning how much the students thought they learned about gravity during the two week period showed that the students in the Treatment Group had more positive answers concerning their learning than the Comparison Group students. The ANOVA results confirmed there was no significant interaction between gender, socio-economic status, reading ability, or ethnicity and the treatment. An independent t-test found that the mean differences between the Treatment Group and Comparison Group scores on both the posttest and delayed posttest were large (4.6 and 5.2). The Treatment Group results were higher, which points to a greater retention of the concept of gravity over time by students. Cohen's Effect Size resulted in a large effect for the posttest and delayed posttest (1.8 and 2.3), suggesting that the intervention may have had a significant effect on student learning of the concept of gravity. This study suggested that having well organized, conceptually-oriented instructional lessons may assist the teacher in improving student learning of scientific concepts and aid in the retention of the concepts over time.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12157
Subject Headings: Gravity, Fourth grade (Education), Science--Study and teaching, Student-centered learning
Format: Document (PDF)

Title: Effects of curriculum course modifications on the science achievement of at-risk science students.
Creator: Matamoros, Angelica Llopiz., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description: The purpose of this research study was to explore the academic effectiveness of a dropout prevention science course code modification (Environmental Earth Science) when compared with the regular dropout prevention course (Fundamental Earth/Space Science). Academic achievement of at-risk students enrolled in both the regular and the course modification class was measured by their performance on two subscales (process and recall skills) of the district's achievement test in Fundamental Earth...
Show moreThe purpose of this research study was to explore the academic effectiveness of a dropout prevention science course code modification (Environmental Earth Science) when compared with the regular dropout prevention course (Fundamental Earth/Space Science). Academic achievement of at-risk students enrolled in both the regular and the course modification class was measured by their performance on two subscales (process and recall skills) of the district's achievement test in Fundamental Earth/Space and Fundamental Environmental Science. The modified curriculum integrated the curriculum frameworks and performance standards of Fundamental Earth/Space Science and those of Fundamental Environmental Science to produce an interdisciplinary unit of instruction that enabled students to earn two credits (Earth/Space and Environmental Science) in one year of study. The course featured an integrated approach to instruction with emphasis on hands-on and process skills. The 274 subjects of this study represented the entire population of dropout prevention students in the Broward County School System enrolled in both dropout prevention Fundamental Earth/Space Science and Fundamental Environmental Earth Science for the 1990-91 school year. A 3 x 2 x 2 factorial analysis of variance (ANOVA) design was used to examine main effects due to type of curriculum, gender, and race as well as all possible interactions among these independent variables. Analyses revealed that there was a significant difference in student academic performance for each of the independent variables that was not moderated by the interactions of these variables. Students in the course modification curriculum of either gender and of all race/ethnicity groups performed significantly better (p <.05) on both subscales (process and recall) of the district's achievement examinations than students in the regular dropout prevention curriculum.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12314
Subject Headings: Dropout behavior, Prediction of, Science--Study and teaching, Curriculum change
Format: Document (PDF)

Title: Teacher content knowledge in the context of science education reform.
Creator: Doby, Janice Kay., Florida Atlantic University, Romance, Nancy
Abstract/Description: The decline of science education in elementary schools has been well documented. While numerous efforts have been made for the purpose of reforming science education, most of those efforts have targeted science programs, assessment techniques, and setting national, state, and local standards, stressing teacher accountability for meeting those standards. However, inadequate science content knowledge of preservice teachers limits their ability to master effective teaching strategies, and also...
Show moreThe decline of science education in elementary schools has been well documented. While numerous efforts have been made for the purpose of reforming science education, most of those efforts have targeted science programs, assessment techniques, and setting national, state, and local standards, stressing teacher accountability for meeting those standards. However, inadequate science content knowledge of preservice teachers limits their ability to master effective teaching strategies, and also may foster negative attitudes toward science and science teaching. It is, therefore, highly unlikely that any significant reform in science education will be realized until this major underlying problem is addressed and resolved. The purpose of this study was to examine the effects of an experimental elementary science methods course, which employs the use of laser videodisc technology and instructional implications from cognitive science and instructional design, in terms of preservice teacher gains in Earth and physical science content knowledge and locus of control in science. The experimental elementary science methods course was compared to a more traditional approach to the same course which focused primarily on methods of teaching in the physical sciences and other science domains. The experimental and traditional groups were compared before and after treatment in terms of preservice teachers' content knowledge in Earth and physical science and locus ofcontrol in science. Results indicated that the experimental and traditional groups were comparable prior to treatment. The experimental group (89 preservice teachers) responded correctly to 45% of the items on the Elementary Science Concepts Test (ESCT) pretest and the traditional group (78 preservice teachers) responded correctly to 42% of the pretest items, the difference between groups being nonsignificant. Further, the experimental and traditional groups scored similarly on the pre-assessment of locus of control in science with scores on the Preservice Teacher Information and Science Opinion Questionnaire (ISOQ) of 162.12 and 163.65, respectively, the difference also being nonsignificant. The pre- and post-administrations of both the ESCT and ISOQ were all found to be statistically significant (F (4, 162) = 271.18343, p<0.05) in predicting group membership. Analyses of variance indicated significantly greater gains in Earth and physical science content knowledge (F (1,165) = 743.7746, p<0.025) and locus of control in science (F (1,165) = 45.7477, p<0.025) for the experimental group compared to the traditional group. A significant difference (F = (2,162) = 31.82279, p<0.05) was found between the combined effect of locus of control in science and Earth and physical science content knowledge in respect to treatment, indicating that the curriculum and instructional design of the experimental course significantly influenced preservice teachers' science content knowledge and locus of control in science. Suggestions for further research included: (a) determining whether the results of this present research may also apply to inservice teachers, (b) determining the effects of such preservice and inservice training on actual classroom practice, (c) relating increased science knowledge with improvement in science lesson planning and mastery of pedagogical skills, and (d) more detailed analysis of instructional implications from cognitive science and instructional design in regard to their application to the teaching of science (as well as other content areas).
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12507
Subject Headings: Science teachers--Attitudes, Science--Study and teaching, Educational change--United States
Format: Document (PDF)

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