The Impact of Pedagogical Practice On Student Interest In Elementary Science Classrooms

dc.contributor.authorGroen, Jovan F.en
dc.contributor.departmentEducationen
dc.contributor.supervisorFreeman, John G.en
dc.date2009-04-09 11:04:44.967
dc.date.accessioned2009-04-13T13:40:16Z
dc.date.available2009-04-13T13:40:16Z
dc.date.issued2009-04-13T13:40:16Z
dc.degree.grantorQueen's University at Kingstonen
dc.descriptionThesis (Master, Education) -- Queen's University, 2009-04-09 11:04:44.967en
dc.description.abstractUsing a mixed-method design, the purpose of this research was to understand interest in the elementary science classroom as affected by different teaching methods. Of particular concern was the state of interest in junior level (Grades 4-6) science classrooms. Research conducted on science interest and attitudes toward science has identified significant declines in student interest and engagement across grade levels. To remedy these concerns, it has become imperative that researchers and science educators gain a greater understanding of the growing literature in the field of interest and how this research might improve student engagement, especially at the elementary level. Questionnaires were administered to 178 students from Grades 4-6 measuring their individual interest in science, the frequency at which they were exposed to different teaching methods in science, and the level of interest they held for each instructional approach in science class. In addition, student interviews were conducted with six students from both genders representing each grade to better understand what makes for interesting and effective teaching of science in the eyes of the students. The quantitative and qualitative components yielded largely similar findings. Results indicated that passive learning tasks, such as written work and note taking, became less popular as grade level increased, that female students maintained a greater interest in passive learning tasks than males, and that passive learning tasks had the greatest impact on predicting student interest in science. Furthermore, students reported that they were best engaged by instructional strategies that were characterized by experimentation, cooperation, relevance, and novelty. These results were used to shed light on previous research in the field, and to suggest directions for future research and practice.en
dc.description.degreeM.Ed.en
dc.format.extent416509 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1974/1736
dc.language.isoengen
dc.relation.ispartofseriesCanadian thesesen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectScience Educationen
dc.subjectInteresten
dc.subjectElementary Scienceen
dc.subjectAttitudes toward scienceen
dc.subjectSituational Interesten
dc.titleThe Impact of Pedagogical Practice On Student Interest In Elementary Science Classroomsen
dc.typethesisen
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