A Riccardo Research Presentation


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A Riccardo Research Presentation

  1. 1. Title <ul><li>Comparison of a Text-Based Lesson to a Hands-On Lesson to Determine Which Type of Instructional Strategy is More Effective at Successfully Teaching a Specific NYS Standard to 7th Graders in an Urban Environment. </li></ul>
  2. 2. Reasoning for Study <ul><li>Wanted to compare instructional methods. </li></ul><ul><li>Inquiry Based vs. Text Based in particular. </li></ul><ul><li>Which better prepares our students for success in high-stakes testing. </li></ul>
  3. 3. What is Inquiry Based Science? <ul><li>The National Science Education Standards (NSES p. 23) defines scientific inquiry as &quot;the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Scientific inquiry also refers to the activities through which students develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.&quot; </li></ul>
  4. 4. 5 Main Points of Inquiry <ul><li>Learner engages in scientifically oriented questions. </li></ul><ul><li>Learner gives priority to evidence in responding to questions. </li></ul><ul><li>Learner formulates explanations from evidence. </li></ul><ul><li>Learner connects explanations to scientific knowledge. </li></ul><ul><li>Learner communicates and justifies explanations. </li></ul>
  5. 5. What is Text Based Science? <ul><li>Chalk and Talk </li></ul><ul><li>Rote Memorization </li></ul><ul><li>Anything that probably resembles Evolutionary Bio here at QC. </li></ul><ul><li>How you probably were taught as a student. </li></ul>
  6. 6. Who endorses Inquiry? <ul><li>National Research Council </li></ul><ul><li>- developed NSES </li></ul><ul><li>American Association of the Advancement of Science (AAAS). </li></ul><ul><li>National Science Teachers Association (NSTA). </li></ul><ul><li>Many local organizations as well (LIGASE, etc.). </li></ul><ul><li>NY State Standards are based on NRC recommendations. </li></ul>
  7. 7. How was the research carried out. <ul><li>223 Students </li></ul><ul><li>3 Teachers </li></ul><ul><li>9 Classes </li></ul><ul><li>Students were given a pretest and a posttest. </li></ul><ul><li>Specific NY State MST Standard studied (New York State Learning Standards for Mathematics, Science, and Technology; Key Idea 3, Major Understandings 3.1a, c, d, e, f, g, and 3.2a) . </li></ul><ul><li>Lessons given over 2 weeks, approximately 10-12 periods. </li></ul><ul><li>Completion Survey to gauge Science interest. </li></ul>
  8. 8. Students divided into 3 groups <ul><li>Text-only group </li></ul><ul><li>Hands-on Only group </li></ul><ul><li>Both Text and Hands-on group </li></ul><ul><li>Each Teacher randomly choose a class for each group. </li></ul>
  9. 9. Method of Study: Hands-on Lesson <ul><li>Utilized curriculum from the It’s About Time company using their “Project-Based Inquiry Science” (PBIS) lesson plans. </li></ul><ul><li>Unit entitled “Air Quality in Your Community: Section 2” </li></ul><ul><li>Students worked cooperatively to answer “Big Question” using hands-on activities, teacher demonstrations, and research. </li></ul><ul><li>Some content provided in the form of vocabulary words. </li></ul>
  10. 10. Method of Study: Text-only Lesson <ul><li>Utilized Glencoe book, “New York State 7 th Grade Science”. </li></ul><ul><li>Chapter 9, entitled “Matter and its Changes” </li></ul><ul><li>Students would read selected text from chapter and answer questions provided at the end of each section. </li></ul><ul><li>Although there were optional activities associated with the lesson, they were purposely not used. </li></ul>
  11. 11. Breakdown of Research Subjects: Gender Females Males Females: 114 Males: 109
  12. 12. Demographic 1= African American: 2% 2= Asian: 9% 3= Caucasian: 17% 4= Middle Eastern: 1% 5= Native American: 0% 6= Hispanic: 66% 7= Other: 5%
  13. 13. Results of the Pre & Post Test <ul><li>Pretest Average Score (Out of 10) </li></ul><ul><li>-Text-only: 5.72 </li></ul><ul><li>-Hands-on Only: 4.44 </li></ul><ul><li>-Both Lessons: 5.09 </li></ul><ul><li>Posttest Average Score (Out of 10) </li></ul><ul><li>- Text-only: 6.40 (+ 0.78) </li></ul><ul><li>-Hands-on Only: 4.18 </li></ul><ul><li>(- 0.26) </li></ul><ul><li>-Both Lessons: 5.55 </li></ul><ul><li>(+ 0.46) </li></ul>
  14. 14. Survey Details <ul><li>The following are the results of the Completion Survey. </li></ul><ul><li>10 Questions </li></ul>
  15. 15. I prefer to do hands-on activities in Science Strongly Agree Agree Disagree Strongly Disagree
  16. 16. I prefer to use a textbook for Science. Strongly Disagree Strongly Agree Agree Disagree
  17. 17. I prefer to work in a Science group. Strongly Agree Agree Disagree Strongly Disagree
  18. 18. I prefer to use both hands-on activities and a textbook to learn Science. Strongly Agree Agree Strongly Disagree Disagree
  19. 19. Science is my favorite subject. Strongly Agree Agree Strongly Disagree Disagree
  20. 20. Knowing Math and ELA is necessary to do Science. Strongly Agree Agree Strongly Disagree Disagree
  21. 21. Science is the most difficult subject. Strongly Disagree Strongly Agree Disagree Agree
  22. 22. When I do a Science activity, I am afraid of doing it wrong. Strongly Disagree Strongly Agree Disagree Agree
  23. 23. Videos are a great way for me to learn Science topics. Strongly Agree Strongly Disagree Disagree Agree
  24. 24. Outside of school, I watch Science related TV shows or read Science Fiction books. Strongly Disagree Strongly Agree Disagree Agree
  25. 25. Conclusions <ul><li>Students who did text-only lessons showed greater improvement in pre and post test scores. </li></ul><ul><li>Students who did hands-on lessons showed the no improvement, in fact they went down in average test score. </li></ul><ul><li>Students who did both showed improvement, but not as great as text-only. </li></ul><ul><li>Possibility that hands-on activities may be more confusing. Maybe moving too fast to pick up content by students. </li></ul>
  26. 26. Conclusions <ul><li>Although students may prefer hands-on lessons, it may not be the most effective at preparing them for high stakes test. </li></ul><ul><li>There is a high level of interest in Science, this is encouraging and must be fostered. </li></ul><ul><li>Room for further study, needs to be looked at more closely. </li></ul>
  27. 27. Concerns <ul><li>Effectiveness of any lesson dependent on teacher methodology. </li></ul><ul><li>Besides myself, how well did teachers stick to study lesson plans. </li></ul><ul><li>Extremely varied group of academic levels, may need to be more focused. </li></ul><ul><li>Students may have been confused since at times lessons were broken up to give time to Exit Projects. </li></ul>
  28. 28. Questions???