Graduate Thesis Or Dissertation
 

A comparison of theoretical model construction between primary students using science curriculum improvement study materials (SCIS) and non SCIS primary students

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  • The purpose of this study was to investigate one of the effects of the SCIS program in the Corvallis Public Schools. The investigation was based on a comparison of students ability to construct a logical theoretical model from a discrepant event. The total sample consisting of 289 students, was obtained with no known systematic bias through a table of random numbers and district teacher lists. The SCIS sample consisted of 136 students stratified by grade level with one first grade, one first-second split grade, two second grades, and two third grades represented. The non SCIS sample consisted of 153 students stratified along similar grade level lines. The experimental sample had one semester of SCIS prior to the present study. The data gathering session consisted of the researcher presenting the students with a discrepant event in the form of a "theory box." The theory box was a modified shoe box with s funnel, on top and a hose visible on the bottom to the students. The students observed the researcher pour a clear liquid into the funnel and the liquid came out blue. After some unobstrusive manipulation by the researcher with the theory box, the students observed the clear liquid (from the same original container) being poured into the funnel. The liquid came out of the bottom hose yellow. The students were asked to draw what they thought could be inside of the theory box to explain what they had observed. The data collected was classified as to logical, probably-logical, or non-logical from criteria developed by the researcher in conjunction with members of the Department of Science Education at Oregon State University. Using chi-square analysis, after Siegel, it was concluded that: 1. There was no statistical evidence approaching the .05 level to support that SCIS was a factor in the ability of primary children to construct a logical theoretical model from a discrepant event when compared on the first and first-second split grade, second grade, and total first through third grade level. 2. It was not possible to analyze the third grade data alone due to lack of high enough expected frequencies in the non-logical, cells for valid use of chi-square. 3. The combined second and third grade SCIS to non SCTS sample was significant beyond the .10 level, one tailed. This would suggest a weak possibility that SCIS could be a factor in the ability of the combined second and third grade samples to logically explain a discrepant event. 4. Comparison of grade level as a factor obtained significance beyond the .10 level, two-tailed, for the first and first-second split grade sample to the second grade sample; beyond the .05 level for the second to third grade sample; and way beyond the .001 level of significance for the first and first-second split grade sample to the third grade sample. Significant results from chi-square analysis indicated a strong possibility that the grade level of a child was a factor in the ability of young children to construct a logical theoretical model from a discrepant event. Based upon the data gathered in this study, the researcher recommends that a similar study be conducted using a larger sample and covering more grade levels. It also appears logical, to this researcher, to compare the. SCIS to non SCIS students after more than just one semester of experience with SCIS materials. To replicate such a study, further refinement of the researcher. designed Instruments is indicated. Along the line of further research, the researcher recommends that the factors of Sex and I.Q. be explored with the ability of SCIS and non SCIS students to construct a logical theoretical model from a discrepant event. It also seems to this researcher that a significant follow-up study might be a comparison of student ability to construct a logical theoretical model from a discrepant event between students who were classified as pre-operational and concrete operational in terms of the Piaget conservation tasks.
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