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A Journey of Teaching and Learning in Science Education University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2004 A Journey Of Teaching And Learning In Science Education: The Microculture Of Emerging Inquiry-based Science Instruction In An Urban, Low Socioeconomic Elementary School Science Lab Kimberly Dahl University of Central Florida Part of the Education Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Dahl, Kimberly, "A Journey Of Teaching And Learning In Science Education: The Microculture Of Emerging Inquiry-based Science Instruction In An Urban, Low Socioeconomic Elementary School Science Lab" (2004). Electronic Theses and Dissertations, 2004-2019. 84. https://stars.library.ucf.edu/etd/84 A JOURNEY OF TEACHING AND LEARNING IN SCIENCE EDUCATION: THE MICROCULTURE OF EMERGING INQUIRY- BASED SCIENCE INSTRUCTION IN AN URBAN, LOW SOCIOECONOMIC ELEMENTARY SCHOOL SCIENCE LAB by KIMBERLY DAHL B.S. Keene State College, 1980 M.Ed., University of Central Florida, 1999 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Studies in the College of Education at the University of Central Florida Orlando, Florida Spring Term 2004 Major Professors: Larry Holt and Bobby Jeanpierre © 2004 Kimberly Dahl ii ABSTRACT This ethnographic study of emerging inquiry-based science instruction in an urban, low socioeconomic elementary school science lab was designed to gain insight into the perspectives of the teacher and students. The study involved a Central Florida elementary school whose population was over 80 percent African-American. In this six month study, the researcher examined the classroom setting of a science lab teacher and her fourth and fifth grade students during a six month period of time. Data sources included interviews, field notes, reflections, and student work , which were used to identify the emerging themes and patterns in the study. The emergent themes were grouped into two categories: the perspective of the teacher and students in the inquiry environment and the microculture of the teacher and students in that environment. The teacher’s perspectives on instructional strategies, standard based instructional guidelines, and the realities of teaching in an urban low socioeconomic setting were the major emergent themes. The students’ perspectives into environment and sense-making of elementary school students were the other major emergent themes. Chapter I provides background and the significance of the study. Chapter II provides a research of the literature surrounding inquiry-based instruction in science education. Chapter III describes the methodology, specifically the ethnographic approach to this study. A metaphoric journey down the river of perspectives in science lab classroom sets the tone for Chapter IV. This chapter provides a “view from the shore,” an introduction to the general background of the elementary school. Chapter V explores the teacher perspectives, and iii uses vignettes to analyze instructional strategies, questioning, assessment, standards state and district guideline and the realities of teaching. Chapter VI discusses the student perspectives, and uses vignettes to analyze behaviors and actions, responsibility of learners, assessment, and ways of knowing. Chapter VII pulls together conclusions, implications, and recommendations for further research. This study contributes to the total body of research of science education in two ways: 1. It provides student and teacher perspectives on science in an urban, low socioeconomic elementary school. 2. It provides research with a teacher and student perspective of inquiry-based science instruction. iv To: Mom – The World’s Best Mother v ACKNOWLEDGMENTS “I’ve had good days and bad days, and goin’ half mad days . .” Jimmy Buffett (1985) To say thank you to everyone involved in my learning journey would take another book. While I cannot possibly name all the people that have assisted me throughout my studies, I hope I have expressed my thanks to those people along the way. I would specifically like to thank a few people: To my Mom, Greta, and Kristin for your love and continued encouragement, without it I would have drowned in a half an inch of water. I will always remember to just keep swimming. To Dad and Judy, wherever you are, I know you were there for support. To Larry Holt, friend and hero, for encouraging me to take things “inch by inch” and finish my studies. Without his guidance, encouragement, and positive spirit I might never have realized my goal. To Bobby Jeanpierre for reading and talking me through the dissertation process with patience and scholarly advice. To Jennifer Deets for providing me the opportunity to share my thinking and asking me the hard questions. To the remaining committee members, Jeff Siskind and Aldrin Sweeney, for their assistance in making the process work. To Micky, Mike, Josh, David, Randy, Loki, and Ming for being a good audience for my stories and assistance in keeping balanced throughout the last few years. To my brother, Eric, vi and his wife, Kim, for the courier and technical support. To Andrea, the frontline editor, for taking time away from Austin and Kaitlin to help me with my homework. Lastly, I wish to thank all the fourth and fifth grade students and their science lab teacher for letting me learn from and with them. Without them, the journey would never have occurred. I am forever changed by my experiences with them. vii TABLE OF CONTENTS TABLE OF CONTENTS.............................................................................................................viii CHAPTER I:INTRODUCTION..................................................................................................... 1 Statement of the Purpose ............................................................................................................ 2 Background and Significance ..................................................................................................... 3 Preliminary Study ................................................................................................................... 5 Definition of terms...................................................................................................................... 6 Limitations .................................................................................................................................. 8 Assumptions................................................................................................................................8 Design of the Study..................................................................................................................... 9 CHAPTER II:LITERATURE REVIEW ...................................................................................... 11 Theoretical Foundation of Inquiry............................................................................................ 11 Inquiry - Learning and Teaching .............................................................................................. 14 Culture of Science Teaching and Learning............................................................................... 19 Teaching in a Culture of Change .............................................................................................. 22 Framing an Ethnographic Study ............................................................................................... 23 CHAPTER III:METHODOLGY.................................................................................................. 27 Permission for study ................................................................................................................. 27 Setting ....................................................................................................................................... 28 Data Collection ......................................................................................................................... 31 Data Analysis............................................................................................................................ 37 Validity and Trustworthiness................................................................................................ 39 Participants............................................................................................................................ 41 CHAPTER IV: THE MICROCULTURE-A VIEW FROM THE SHORE.................................. 42 Starting at the Headwaters – An Introduction to the Microculture........................................... 42 The Science Lab – A Microculture........................................................................................... 43 Specials Rotation – Scheduling ............................................................................................ 45 Jumping Into the River.............................................................................................................. 46 Leaning Into Inquiry ................................................................................................................. 47 Considerations for Analysis of Data........................................................................................
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