Metacognition was my first focus. I had grand ideas of measuring critical thinking through science notebooking.(Draw-A-Scientist) Leadership characteristics: I admire, honesty, forward-looking, competent and inspiring, Also believe Northouse (2007)in the the belief leadership is inborn having traits of ; intelligence, self-confidence, determination , integrity and sociability, Transformational leadership. I believe leadership is who you are not what you do. John Dewey: Engating students to use inquiruy and senses to synthesis hand on science exploration experiences and active manipulation of the enviroment. Lev Vygotsky:internalizing the enthusiastic culture of scientific exploration transforming a social phenomena to a more personal scientific mental construct. Lave and Wegner: A community of practice and situated learning will promote scientific exploration. Leadership Statement: Leadership is who you are not what you do. It is a moment–by-moment commitment to becoming the best you can possible be by genuinely thinking of all those within your world first and by not focusing on a specific outcome but on a lifetime of transparent, honest, trustworthy, empowering, inspiring, transformational, integrity, reflective illumination of one’s life legacy.
Effectiveness of declarative memory retrieval treatments with four levels notebook, digital pictures, notebook and pictures, control. Dependent variable assessment scores. Research Question: What memory retrieval recourses can enhance a higher declarative memory recall ( test scores) on a summative standardized science assessment. Findings: Results indicate that after controlling for pre-test scores there was not a significance between post-test score and pre-test scores, F (3,74) = 2.56, p=. 061, partial eta 2 = .094. Multiple choice:Results indicate that after controlling the pre-test multiple choice scores there was statistical significance with post-test multiple choice scores and, F (3,73) = 3.21, p=. 028, partial eta 2 = .117 with an observed power of .71 Written Response:The outcome indicates that after controlling for pre-test written response scores, there was no statistical significance between post-test written response scores and pre-test written response scores, F (3,74) = ,97, p=. 411, partial eta 2 = .038 with an observed power of .71. Extra Credit :Results indicate that after controlling the pre-test extra credit scores, there was a significance between post-test extra credit response scores, F (3,73) = 4.07, p=. 010, partial eta 2 = .143 with an observed power of .82. Pairwise comparisons point to a statistically significance contrast between two pairs of treatment variable. Once again pictures and the pic and notebook are statistically significant ( p = .007, d= -1.38). The other pairwise statistical significant data lies in the independent variable, control group and pic and notebook ( p = .002, d=- 1.71).
Three themes were prevalent in the findings, (i) digital captures enforce language comprehension, (ii) digital captures stimulate informative thought allowing existing knowledge to be retrievable at a greater depth, and (iii) digital captures illustrate what it means to do science transferring personal ownership qualities.
Sydney M. vanderWal Comprehensive Review May 20, 2011
One treatment with four levels: science notebooks, digital pictures, science notebooks and pictures, and a control were used to stimulate declarative memory on an post-test 12 weeks after the pre-test was given.
Results : No significance, F (3,74) = 2.56, p=. 061, partial eta 2 = .094.
Further investigation: Significance was determined within sections of the test.
The purpose of this mixed-methods dissertation proposal is to refine a nested, fully mixed, sequential, equal status, explanatory mixed-methods research study using digital classroom photographs as the focal point.
Three identical review tests were given to 5th grade students; however, content areas within the test offered different memory priming: classroom digital photographs, generic photographs, and no photographs.
1. How does visual priming, with photos of past, personal science experiences, affect students’ recall during science tests as compared to performance on tests without pictures or tests with conceptually related but unfamiliar scenes?
2. Does science test performance in 5th graders improve when test items are accompanied by photographs of scenes from those students’ classrooms or from generic classroom scenes ?
3. If the photos affect test performance, then how do students use the photos ?
No significant difference was found between scores on test items with classroom photographs, generic photographs, and items without photographs.
However, qualitatively we found that for some students the pictures, both classroom and generic, did seem to positively impact test performance. These students were overwhelmingly English language learners and disproportionately female. We found that these students used the pictures in different ways to help them with test responses. A deeper understanding of the characteristics of effective pictures is warranted.
Fourth grade science students will be digitally photographed during science exploration. These photographs will be applied to half of the unit post-test. Tests will be identical except for digital photographs. Small focus groups, one-to-one interviews and science notebook entries will also be used to help explain the impact of digital photographs. Here a more personal approach (photographs of the student in question) will be used to prime memory recall qualities.
Overarching: How can the themes that emerge from qualitative interviewing data and possible science notebook reflections over digital classroom photographs be used to provide a deeper understanding to the possible impact digital classroom photographs have on declarative memory test scores?
Quantitative: Do digital classroom photographs have an impact on declarative memory recall science assessment scores?
Qualitative: What aspects of small group discussions, one-on-one interviews, and journal entries contribute to explaining the impact of digital classroom photographs?
I am ready! My passion has always been digital classroom photographs and declarative memory recall. But this time I will have learned from my previous research mistakes, and I will be doing research outside my own classroom.