東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Increasing Student Next Generation S...

Zatalava, Christine M.

FindBook

Google Book

Amazon

博客來

Increasing Student Next Generation Science Standards (NGSS) Science and Engineering Practices Content Knowledge and Science Attitudes for Fifth Grade Students Participating in a Science Fair.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Increasing Student Next Generation Science Standards (NGSS) Science and Engineering Practices Content Knowledge and Science Attitudes for Fifth Grade Students Participating in a Science Fair./
作者:	Zatalava, Christine M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	232 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
標題:	Science education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30990776
ISBN:	9798382733999

Increasing Student Next Generation Science Standards (NGSS) Science and Engineering Practices Content Knowledge and Science Attitudes for Fifth Grade Students Participating in a Science Fair.
Zatalava, Christine M.

Increasing Student Next Generation Science Standards (NGSS) Science and Engineering Practices Content Knowledge and Science Attitudes for Fifth Grade Students Participating in a Science Fair. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 232 p.

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--University of Massachusetts Lowell, 2024.

The need for scientifically literate citizens is an urgent priority, exacerbated by the Covid-19 pandemic of 2020. Despite the importance of scientific literacy, elementary schools across the nation have not made science instruction a priority in their school day. On average, elementary students spend 40% less instructional time in science compared to English Language Arts (ELA) and mathematics. After the pandemic, education systems scrambled to address the learning loss that occurred from leaving our traditional school environment for remote and distance learning. One Maryland school district chose to remediate elementary children reading below grade level, as evidenced by their Acadience Oral Reading Fluency (ORF) scores, by removing them from their science class during the school day to receive Response to Intervention (RtI) literacy services. This mixed-methods study examined how an eight week after-school intervention impacted fifth graders' Next Generation Science Standards (NGSS) science and engineering practices content knowledge and their science attitudes. Elementary science and gifted and talented teachers, along with middle school science teachers and other STEM professionals completed a science experiment and assisted students in completing a science fair project during this intervention. This three-manuscript dissertation discusses the major findings that were identified in the data. Manuscript 1 highlights data collected from a needs assessment completed at a suburban Title 1 elementary school and connects these data to the literature review to understand and explain the problem. Manuscript 2 focuses on the methodology and findings of the after-school intervention. Fifth grade students who participated in the after-school intervention saw an increase in content knowledge by 6.7%. The gains in content knowledge were even more pronounced for special education students, who saw a 13.3% increase, compared with general education students who saw only a 6.7% increase. Students who presented their science fair project at the annual school science fair additionally saw increases in their awareness of a science identity and became more confident in their social skills relevant to group work. Finally, manuscript 3 highlights three recommendations linked to the intervention findings to advance literacy.

ISBN: 9798382733999Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Content knowledge

Increasing Student Next Generation Science Standards (NGSS) Science and Engineering Practices Content Knowledge and Science Attitudes for Fifth Grade Students Participating in a Science Fair.
LDR:03664nmm a2200397 4500 001 2399958
005 20240916070029.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798382733999
035 $a (MiAaPQ)AAI30990776
035 $a AAI30990776
040 $a MiAaPQ $c MiAaPQ
100 1 $a Zatalava, Christine M. $3 3769929
245 1 0 $a Increasing Student Next Generation Science Standards (NGSS) Science and Engineering Practices Content Knowledge and Science Attitudes for Fifth Grade Students Participating in a Science Fair.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 232 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
500 $a Advisor: Uy, Phitsamay.
502 $a Thesis (Ed.D.)--University of Massachusetts Lowell, 2024.
520 $a The need for scientifically literate citizens is an urgent priority, exacerbated by the Covid-19 pandemic of 2020. Despite the importance of scientific literacy, elementary schools across the nation have not made science instruction a priority in their school day. On average, elementary students spend 40% less instructional time in science compared to English Language Arts (ELA) and mathematics. After the pandemic, education systems scrambled to address the learning loss that occurred from leaving our traditional school environment for remote and distance learning. One Maryland school district chose to remediate elementary children reading below grade level, as evidenced by their Acadience Oral Reading Fluency (ORF) scores, by removing them from their science class during the school day to receive Response to Intervention (RtI) literacy services. This mixed-methods study examined how an eight week after-school intervention impacted fifth graders' Next Generation Science Standards (NGSS) science and engineering practices content knowledge and their science attitudes. Elementary science and gifted and talented teachers, along with middle school science teachers and other STEM professionals completed a science experiment and assisted students in completing a science fair project during this intervention. This three-manuscript dissertation discusses the major findings that were identified in the data. Manuscript 1 highlights data collected from a needs assessment completed at a suburban Title 1 elementary school and connects these data to the literature review to understand and explain the problem. Manuscript 2 focuses on the methodology and findings of the after-school intervention. Fifth grade students who participated in the after-school intervention saw an increase in content knowledge by 6.7%. The gains in content knowledge were even more pronounced for special education students, who saw a 13.3% increase, compared with general education students who saw only a 6.7% increase. Students who presented their science fair project at the annual school science fair additionally saw increases in their awareness of a science identity and became more confident in their social skills relevant to group work. Finally, manuscript 3 highlights three recommendations linked to the intervention findings to advance literacy.
590 $a School code: 0111.
650 4 $a Science education. $3 521340
650 4 $a Elementary education. $3 641385
650 4 $a Language arts. $3 532624
650 4 $a Middle school education. $3 969762
653 $a Content knowledge
653 $a Next Generation Science Standards
653 $a Science attitudes
653 $a Science fair
653 $a Oral Reading Fluency
690 $a 0714
690 $a 0524
690 $a 0279
690 $a 0450
710 2 $a University of Massachusetts Lowell. $b Leadership in Education. $3 3688211
773 0 $t Dissertations Abstracts International $g 85-11A.
790 $a 0111
791 $a Ed.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30990776