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Scaffolds in a middle school science...

Monaghan, Jessica R.

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Scaffolds in a middle school science classroom: Problem-based learning and field trip experience.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Scaffolds in a middle school science classroom: Problem-based learning and field trip experience./
Author:	Monaghan, Jessica R.
Description:	130 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Middle school education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710765
ISBN:	9781321867824

Scaffolds in a middle school science classroom: Problem-based learning and field trip experience.
Monaghan, Jessica R.

Scaffolds in a middle school science classroom: Problem-based learning and field trip experience. - 130 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2015.

Problem-based learning (PBL) can be used to weave together the three strands of the Next Generation Science Standards (NGSS) to help develop scientifically literate students. When used with middle school students, PBL units need to provide proper scaffolds to support both learning and collaboration. The PBL unit in this study was designed for an urban middle school classroom and included the following 7 contributing features to support student learning and collaboration: 1) realistic, open-ended problem scenario, 2) connected field trip with pre-visit and post-visit activities, 3) clearly communicated objectives in class and on the field trip, 4) Accountable Talk norms and prompts to support student discourse, 5) student directed learning that is teacher facilitated, 6) resources that demonstrate varying viewpoints on the topic, and 7) consistent homogeneous student grouping throughout the unit based on pre-test ideas. In this PBL unit, students were asked to develop a recommendation for the U.S. government for how to handle GMOs by engaging in verbal and written argumentation. Four major outcomes from the design and implementation of the PBL related to increased content knowledge, increased scientific language usage, increased in the use and quality of evidence, and increased and improved collaboration. The problem scenario affected content knowledge gains along with, clear objectives, homogenous sustained student grouping, current curriculum connected field trip, and teacher facilitation. Scientific language was categorized as the accurate use of scientific terms and concepts learned specifically during the unit and on the field trip. The important features in the design of the unit that helped support language acquisition were providing clear objectives/ goals, the current curriculum connection for the trip, pre-visit activities that introduced terms that students would be expected to encounter on the trip, informal learning experience on the trip, and collaboration among group members in an informal and formal setting. Teacher facilitation, pre-visit activities, Accountable Talk prompts, and collaboration all supported the use of evidence in arguments. Collaboration evolved within groups through the use of multiple features of the PBL unit. Structures in the classroom were in place to support respectful, collaborative group work, from the start of the school year. The use of Accountable Talk prompts developed more over time, beyond the time spent on the PBL unit in this study. Setting up a social context for the trip in advance, providing some choice time during the trip (balanced with structure) along with providing clear expectations for group work on the trip, helped create a level of comfort in the informal learning site that scaffold collaboration as well. The field trip also served as a common experience that the group members shared and could feel connected through.

ISBN: 9781321867824Subjects--Topical Terms:

969762
Middle school education.

Scaffolds in a middle school science classroom: Problem-based learning and field trip experience.
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500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Dan Battey.
502 $a Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2015.
520 $a Problem-based learning (PBL) can be used to weave together the three strands of the Next Generation Science Standards (NGSS) to help develop scientifically literate students. When used with middle school students, PBL units need to provide proper scaffolds to support both learning and collaboration. The PBL unit in this study was designed for an urban middle school classroom and included the following 7 contributing features to support student learning and collaboration: 1) realistic, open-ended problem scenario, 2) connected field trip with pre-visit and post-visit activities, 3) clearly communicated objectives in class and on the field trip, 4) Accountable Talk norms and prompts to support student discourse, 5) student directed learning that is teacher facilitated, 6) resources that demonstrate varying viewpoints on the topic, and 7) consistent homogeneous student grouping throughout the unit based on pre-test ideas. In this PBL unit, students were asked to develop a recommendation for the U.S. government for how to handle GMOs by engaging in verbal and written argumentation. Four major outcomes from the design and implementation of the PBL related to increased content knowledge, increased scientific language usage, increased in the use and quality of evidence, and increased and improved collaboration. The problem scenario affected content knowledge gains along with, clear objectives, homogenous sustained student grouping, current curriculum connected field trip, and teacher facilitation. Scientific language was categorized as the accurate use of scientific terms and concepts learned specifically during the unit and on the field trip. The important features in the design of the unit that helped support language acquisition were providing clear objectives/ goals, the current curriculum connection for the trip, pre-visit activities that introduced terms that students would be expected to encounter on the trip, informal learning experience on the trip, and collaboration among group members in an informal and formal setting. Teacher facilitation, pre-visit activities, Accountable Talk prompts, and collaboration all supported the use of evidence in arguments. Collaboration evolved within groups through the use of multiple features of the PBL unit. Structures in the classroom were in place to support respectful, collaborative group work, from the start of the school year. The use of Accountable Talk prompts developed more over time, beyond the time spent on the PBL unit in this study. Setting up a social context for the trip in advance, providing some choice time during the trip (balanced with structure) along with providing clear expectations for group work on the trip, helped create a level of comfort in the informal learning site that scaffold collaboration as well. The field trip also served as a common experience that the group members shared and could feel connected through.
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