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040			_aLB-BrCRDP
100	1		_aAl-Awar, Reem Hamdan _gMaster Education
245	1	4	_aThe effect of using the science writing heuristic on grade six students' conceptual understanding of physical science
260			_aBeirut _bAmerican University of Beirut. Faculty of Arts and Sciences _c2008
300			_a133 pages
500			_aالنوع : Mémoire
520	3		_aLaboratory activities in elementary science have for long followed a verification approach both in the structure and reporting of the activity. Drawing on the current understandings and prescriptions of writing to learn science, Keys and Hand developed a Science Writing Heuristic (SWH) that combines inquiry tasks, peer argumentation with both personal and canonical forms of writing. It also encourages students to construct their own knowledge by posing their own questions, determining claims, and providing evidence rather than simply following the teacher's instructions. This study reports on the implementation of the Heuristic in Grade 6 in a Lebanese school that uses International Physical Science Curriculum. An experimental approach was used to determine whether student performance on physical science conceptual test improved when using the heuristic. Participants were 36 students divided equally into two independent sections (A and B), where section A served as a control group and section B as an experimental group. The two groups received the same instruction by the same teacher. However, those in the experimental group used the SWH approach for their laboratory activities and writing the reports while students in the control group followed the verification approach to laboratory activities and writing reports. Instruments used in this study included a conceptual physical science test designed by the researcher in collaboration with a science educator. A table of specifications was used when designing the test to assure its validity. Descriptive statistics and analysis of covariance (ANCOVA) were used to analyze the data. Moreover, all students in the experimental group responded to an open-ended questionnaire 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 while they scored significantly better than the SWH group in the delayed posttest. However, overall, student and teacher interview and survey responses indicate positive perceptions that were divided between a functional argument and an amusing argument. The functional argument delineated the effectiveness of the SWH in promoting students' critical thinking, independence and increased understanding in science while the amusing argument underlined the fun, engagement and motivation of students in implementing the SWH.
650		4	_aCycle primaire L’enseignement des Sciences Méthodes d’enseignement
650		4	_aElementary Education Sciences education Teaching Methods
650		4	_aالمرحلة الابتدائية تعليم العلوم طرق التعليم
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=27479
942			_cLAESDATA _2ddc
999			_c21744 _d21744