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Record identifier : 569745
Personal Name - Primary Intelectual Responsibility : Blackwell, Jolanda Maria
Title and statement of responsibility : Flipping over conclusions: Teaching middle school students to communicate their understanding of science concepts [Thesis]
Publication, Distribution,Etc. : University of California, Davis, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : M.A
Body granting the degree : , University of California, Davis
Summary or Abstract : Research Questions. (1) What is the effect of using flipbooks to support the writing of lab conclusions? (2) How effective is writing lab conclusions for helping students come to logical conclusions regarding scientific concepts? Research Activities. This research explored how the use of written scaffolds in the form of a flipbook helped students write comprehensive lab conclusions, and if the process of writing conclusions helped improve students' learning of science concepts. Context. The study took place in an integrated 8 th grade science classroom at a suburban public junior high school. The class consisted of 31 students with diverse learning needs including English Language Learners, Title 1, GATE, resource, special needs, and high achieving students. Students' difficulties with writing comprehensive conclusions to in-class laboratory investigations prompted the study. Methods and Data. The intervention lasted a period of eight consecutive class days. Instructional approaches included explicit instruction on the components of a conclusion through the creation of a student flipbook. In addition, students were provided with a researcher-generated grading rubric to assist them with a means to assess their own work. Students wrote conclusions after completing data collection and analysis of each of two lab investigations during the intervention and again approximately five weeks following the intervention. Student writing before, during, and following the intervention was analyzed using the rubric to determine the effect of the intervention on students' conclusion writing. Student understanding of the science concepts was assessed using both the written conclusions and pre- and post-lab assessments to determine if writing lab conclusions contributed to student learning. Students were also surveyed and interviewed to determine their perceptions on the impact of the intervention on their writing and understanding of the science content. Results. Results indicated an improvement in student writing of lab conclusions as well as an understanding of the science concepts. Students also reported an increase in ability to identify the necessary components of a lab conclusion as well as indicated increased confidence in their writing. Conclusions. Providing explicit writing instruction to students using a flipbook format improved their ability to write comprehensive lab conclusions and understand science concepts, and improved confidence in their writing ability in science. Grade Level. Middle School Data Collection Methods. Writing Samples, Writing Assessment, Observation-Selective Verbatim; Interviews; Survey-Attitude Curriculum Areas. Science; Science-Physical Science; Writing-Writing in the content areas Instructional Approaches..
Topical Name Used as Subject : Middle School education
: Science education
Information of biblio record : TL
 
 
 
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