The Iowa Chautauqua Program: A model for improving science in the elementary school

Blunck, Susan M.; Yager, Robert E.

doi:10.1007/bf03172960

Cited by 9 publications

(3 citation statements)

References 3 publications

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“…Thus the hypothesis 1 was retained. This finding is concomitant with the findings of Blunck and Yager (1990), which also evidenced that students in classes taught with a constructivist approach improved more in their understanding of the nature of science when compared to students in classes taught with a textbook oriented approach. Adams (1997) in his study found that the students taught by constructivist model were found to have perceived science as a relevant and useful to every day experience and also appreciated the importance of empirical evidence.…”

Section: Statistical Treatment Of the Datasupporting

confidence: 75%

Effects of Constructivist Approach on Students' Perception of Nature of Science at Secondary Level

Sridevi

2013

ajs

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A quasi-experimental study was conducted to see whether constructivist approach to science instruction could promote perception of nature of science among eighth grade students. Purposive sampling was employed to select the schools for the study. Perception of nature of science test was developed by the researcher and was administered before and after the treatment. Analysis of Covariance test was performed to control the initial variance. The results showed that Constructivist teaching is more effective than conventional teaching in terms of perception of nature of Science among 8 th standard students. It was also found that constructivist approach was equally effective for both boys and girls in improving achievement and attitude towards science. A constructivist environment was preferred to a traditional classroom by the students. The results confirm research supporting the positive effect of constructivist learning practices and view that constructivist approach to teach science is a viable alternative to traditional modes of teaching.

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Section: Statistical Treatment Of the Datasupporting

confidence: 75%

Effects of Constructivist Approach on Students' Perception of Nature of Science at Secondary Level

Sridevi

2013

ajs

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“…The five teachers involved with this study were familiar with NSES – its organization, development, and stated goals. They looked for new questions about teaching and learning and new frameworks that include use of the social sciences of science and the emerging Science/Technology/Society (STS) research efforts (AAAS, 1990; Blunck & Yager, 1990).…”

Section: Methodsmentioning

confidence: 99%

Student Learning about Twelve Features of the Nature of Science

Yager

2009

School Sci & Mathematics

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Five Teacher Leaders organized a study regarding two of their sections of 8–9th grade science. One section was the experimental section where twelve constituents of the Nature of Science (NOS) were used as an added consideration to activities, discussions, projects, and focus for all aspects of science content. The control section was a typical one where STS approaches were used without any conscientious efforts to add appropriate NOS considerations. Significant differences were found regarding student improvement and understanding of the twelve NOS constructs that were utilized; no such differences were noted in the control sections for the five teachers.

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“…Choosing real world issues as problems requires them to use basic concepts and process skills such as observing, classifying, communicating, measuring, using space/time relations, using numbers, and inferring and predicting are used in conjunction with the integrated skills of controlling variables, interpretation data, formulating hypothesis, defining operationally, and experimenting (AAAS, 1990). Blunck and Yager (1990) described features of ICPD program to explain how to apply STS module in the classroom. These features are (1) students identify the problems which have local interest and impact, (2) students use local resources to solve the problem, (3) students actually involve in seeking information to solve real life problems, (4) learning goes beyond the classroom, (5) teaching methodology focus on the impact of science and technology on individual students, (6) an emphasize on science process skills which students can use to solve real life problems, (7) an emphasize on career awareness related to science and technology.…”

Section: Features Of Iowa Chautauqua Professional Development Programmentioning

confidence: 99%

Effectiveness of Science-Technology-Society (STS) Instruction on Student Understanding of the Nature of Science and Attitudes toward Science

Akçay¹,

Akçay²

2015

IJEMST

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The study reports on an investigation about the impact of science-technology-society (STS) instruction on middle school student understanding of the nature of science (NOS) and attitudes toward science compared to students taught by the same teacher using traditional textbook-oriented instruction. Eight lead teachers used STS instruction an attempt to improve student understanding of NOS concepts. The major findings of the study suggest that students experiencing STS instruction improve their understanding of the nature of science and attitudes toward science significantly more than do students who were instructed with traditional instruction. Analysis of the data indicates that students in STS classrooms attain more positive changes in their views about the NOS. Specifically, the STS students displayed powerful changes in their understanding of the ways in scientific theories and the scientist. Implications for improving teacher professional development programs are suggested.

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The Iowa Chautauqua Program: A model for improving science in the elementary school

Cited by 9 publications

References 3 publications

Effects of Constructivist Approach on Students' Perception of Nature of Science at Secondary Level

Effects of Constructivist Approach on Students' Perception of Nature of Science at Secondary Level

Student Learning about Twelve Features of the Nature of Science

Effectiveness of Science-Technology-Society (STS) Instruction on Student Understanding of the Nature of Science and Attitudes toward Science

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