2.50
Hdl Handle:
http://hdl.handle.net/11290/608008
Title:
TEACHING SCIENCE THROUGH LITERATURE
Authors:
Barth, Daniel
Abstract:
The hypothesis of this study was that a multidisciplinary, activity rich science curriculum based around science fiction literature, rather than a conventional text book would increase student engagement with the curriculum and improve student performance on standards-based test instruments. Science fiction literature was chosen upon the basis of previous educational research which indicated that science fiction literature was able to stimulate and maintain interest in science. The study was conducted on a middle school campus during the regular summer school session. Students were self-selected from the school’s 6th, 7th, and 8th grade populations. The students used the science fiction novel Maurice on the Moon as their onlytext. Lessonsandactivitiescloselyfollowedtheadventuresofthecharactersinthe book. The student’s initial level of knowledge in Earth and space science was assessed by a pre test. After the four week program was concluded, the students took a post test made up of an identical set of questions. The test included 40 standards-based questions that were based upon concepts covered in the text o f the novel and in the classroom lessons and activities. The test also included 10 general knowledge questions that were based upon Earth and space science standards that were not covered in the novel or the classroom lessons or activities. Student performance on the standards-based question set increased an average of 35% for all students in the study group. Every subgroup disaggregated by gender and ethnicity improved from 28-47%. There was no statistically significant change in the performance on the general knowledge question set for any subgroup. Student engagement with the material was assessed by three independent methods, including student self-reports, percentage of classroom work completed, and academicevaluationofstudentworkbytheinstructor. Theseassessmentsofstudent engagement were correlated with changes in student performance on the standards-based assessment tests. A moderate correlation was found to exist between the level of student engagement with the material and improvement in performance from pre to post test.
Affiliation:
Claremont Graduate University
Issue Date:
2007
URI:
http://hdl.handle.net/11290/608008
Submitted date:
2015-09-24
Document Source:
Dissertation/Thesis
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Quantitative
Learning Environment:
Formal
Subjects:
Middle/Secondary School
Construct:
Content Knowledge
Content:
General/Broad Knowledge of Astronomy Content
Nation:
USA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorBarth, Danielen
dc.date.accessioned2016-05-04T08:59:57Zen
dc.date.available2016-05-04T08:59:57Zen
dc.date.issued2007en
dc.date.submitted2015-09-24en
dc.identifier.urihttp://hdl.handle.net/11290/608008en
dc.description.abstractThe hypothesis of this study was that a multidisciplinary, activity rich science curriculum based around science fiction literature, rather than a conventional text book would increase student engagement with the curriculum and improve student performance on standards-based test instruments. Science fiction literature was chosen upon the basis of previous educational research which indicated that science fiction literature was able to stimulate and maintain interest in science. The study was conducted on a middle school campus during the regular summer school session. Students were self-selected from the school’s 6th, 7th, and 8th grade populations. The students used the science fiction novel Maurice on the Moon as their onlytext. Lessonsandactivitiescloselyfollowedtheadventuresofthecharactersinthe book. The student’s initial level of knowledge in Earth and space science was assessed by a pre test. After the four week program was concluded, the students took a post test made up of an identical set of questions. The test included 40 standards-based questions that were based upon concepts covered in the text o f the novel and in the classroom lessons and activities. The test also included 10 general knowledge questions that were based upon Earth and space science standards that were not covered in the novel or the classroom lessons or activities. Student performance on the standards-based question set increased an average of 35% for all students in the study group. Every subgroup disaggregated by gender and ethnicity improved from 28-47%. There was no statistically significant change in the performance on the general knowledge question set for any subgroup. Student engagement with the material was assessed by three independent methods, including student self-reports, percentage of classroom work completed, and academicevaluationofstudentworkbytheinstructor. Theseassessmentsofstudent engagement were correlated with changes in student performance on the standards-based assessment tests. A moderate correlation was found to exist between the level of student engagement with the material and improvement in performance from pre to post test.en
dc.description.provenanceMade available in DSpace on 2016-05-04T08:59:57Z (GMT). No. of bitstreams: 1 056842d6-d443-4366-9901-8ae4f1f43a3c.pdf: 8582166 bytes, checksum: 33975808ba74d03d84002068d69fc62a (MD5) Previous issue date: 2007en
dc.language.isoEnglish Paperen
dc.titleTEACHING SCIENCE THROUGH LITERATUREen
dc.typeDissertation/Thesisen
dc.contributor.departmentClaremont Graduate Universityen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructContent Knowledgeen
dc.istar.contentGeneral/Broad Knowledge of Astronomy Contenten
dc.istar.nationUSAen
dc.istar.empiricalmethodologyQuantitativeen
dc.istar.subjectMiddle/Secondary Schoolen
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