The effect of using the science writing heuristic on grade six students' conceptual understanding of physical science (Record no. 20465)

MARC details
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Al Awar, Reem Hamdan
Miscellaneous information Master
245 14 - TITLE STATEMENT
Title The effect of using the science writing heuristic on grade six students' conceptual understanding of physical science
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2008
300 ## - PHYSICAL DESCRIPTION
Extent 133 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Laboratory activities in elementary science have for long followed a verificatio n approach both in the structure and reporting of the activity. Drawing on the c urrent understandings and prescriptions of writing to learn science, Keys and Ha nd developed a Science Writing Heuristic (SWH) that combines inquiry tasks, peer argumentation with both personal and canonical forms of writing. It also encour ages students to construct their own knowledge by posing their own questions, de termining claims, and providing evidence rather than simply following the teache r's instructions. This study reports on the implementation of the Heuristic in Grade 6 in a Lebane se school that uses International Physical Science Curriculum. An experimental a pproach was used to determine whether student performance on physical science co nceptual test improved when using the heuristic. Participants were 36 students d ivided equally into two independent sections (A and B), where section A served a s a control group and section B as an experimental group. The two groups receive d the same instruction by the same teacher. However, those in the experimental g roup used the SWH approach for their laboratory activities and writing the repor ts while students in the control group followed the verification approach to lab oratory activities and writing reports. Instruments used in this study included a conceptual physical science test desig ned by the researcher in collaboration with a science educator. A table of speci fications was used when designing the test to assure its validity. Descriptive s tatistics and analysis of covariance (ANCOVA) were used to analyze the data. Mor eover, all students in the experimental group responded to an open-ended questio nnaire and a sample of them were interviewed to investigate their perceptions of the SWH. The teacher, as well, was interviewed for the same purpose. Results indicated that students who used the verification approach performed as well as those who used the SWH approach in the immediate conceptual posttest whi le they scored significantly better than the SWH group in the delayed posttest. However, overall, student and teacher interview and survey responses indicate po sitive perceptions that were divided between a functional argument and an amusin g argument. The functional argument delineated the ...
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire L’enseignement des Sciences Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education Sciences education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية تعليم العلوم طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
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942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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