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Science in the Elementary School Classroom: Portraits of Action Research

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Science in the Elementary School Classroom: Portraits of Action Research DOCUMENT RESUME ED 444 871 SE 064 095 AUTHOR McDonald, Jane B., Ed.; Gilmer, Penny J., Ed. TITLE Science in the Elementary School Classroom: Portraits of Action Research. INSTITUTION Southeastern Regional Vision for Education (SERVE), Tallahassee, FL. SPONS AGENCY Eisenhower Program for Mathematics and Science Education (ED), Washington, DC. PUB DATE 1997-00-00 NOTE 88p.; Foreword by Francena Cummings. "This material is based upon work supported by the National Science Foundation under Grant No. ESI9253170 and the Florida State University." CONTRACT R168R50024 AVAILABLE FROM SERVE, 1203 Governor's Square Blvd., Suite 400, Tallahassee, FL 32301; phone: 850-671-6000 or 800-352-6001; FAX: 850-671-6020. PUB TYPE Collected Works - General (020) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Action Research; *Early Adolescents; Elementary Education; *Elementary School Teachers; Experiential Learning; Science Education; Teacher Role IDENTIFIERS SouthEastern Regional Vision for Education ABSTRACT Teacher knowledge and skills are critical elements in the student learning process. Action research serves as an increasingly popular technique to engage teachers in educational change in classrooms. This document focuses on action research reports of elementary school teachers. Chapters include: (1) "First' Graders' Beliefs and Perceptions of 'What Is Science?' and 'Who Is a Scientist?'" (Laura G. Joanos); (2) "Implementing an Authentic Science Learning Experience" (Jennifer W. Yelverton); (3) "Changing a Teacher's Role To Evoke Meaningful Learning Behaviors" (Paul M. Veldman); (4) "Does Student Responsibility for Learning Increase When Students Ask and Answer Their Own Problem-Solving Questions?" (Toni B. Haydon); and (5)"So You Want To Do Action Research?" (Angelo Collins and Samuel A. Spiegel). Each chapter contains references. (YDS) Reproductions supplied by EDRS are the best that can be made from the original document. ience Portraits.o U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) lifeheecument has been reproduced as eived from the person or organization originating it. Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Science TEAT s_c_ence For Earlii AdolescenceTeackers 4 cience ementaryin the School Classroom Portraits of Act inn RiPsegYrch, edited by Jane B. McDonald Penny J. Gilmer with a Foreword by Dr. Francena Cummings 1997 Book and Cover Design Kelly Dryden, Senior Design Specialist, SERVE Program Support Charles Ahearn, Director of Publications/Senior Editor, SERVE Michael Vigliano, Research Associate, SERVE The content of this publication does not necessarily reflect the views or policies of the Office of Educational Research and Improvement, U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. This document was produced with funding from the Dwight D. Eisenhower National Programs for Mathematics and Science Regional Consortiums Program, Office of Educa- tional Research and Improvement, U.S. Department of Education, under contract no. R168R50024. 4 7 This is dedicated in memory of Victon'Hodge a science educator and Science FEAT graduate who died of sickle-cell anemia in November 1995. Tfegll©iff apaRtmatp About the SERVE Organization vi Foreword ix Editorial Acknowledgments Science FEAT Participants xii Introducing the Monograph 1 Penny.]: Gilmer and Jane B. McDonald CHAPTER ONE: First Graders' Beliefs and Perceptions of "What is Science?" and "Who is a Scientist?" 9 Laura G. Joanos CHAPTER TWO: Implementing an Authentic Science Learning Experience 21 Jennifer W Yelverton CHAPTER THREE: Changing a Teacher's Role to Evoke Meaningful Learning Behaviors 33 Paul M. Veldman CHAPTER FOUR: Does Student Responsibility for Learning Increase When Students Ask and Answer Their Own Problem- Solving Questions? 45 Toni B. Haydon CHAPTER FIVE: So You Want to Do Action Research? 61 Angelo Collins and Samuel A. Spiegel 7(3@mat RIMAYM TegmfimAfilom ERVE, the South Eastern Regional Vision for Education, is a consortium of educational organizations whose mission is to promote and support the continuous improvement of educational opportunities for all learners in the Southeast. Formed by a coalition of business leaders, governors, policymakers, and educators seeking systemic, lasting improve- ment in education, the organization is governed and guided by a Board of Directors that includes the chief state school officers, governors, and legislative representatives from Ala- bama, Florida, Georgia, Mississippi, North Carolina, and South Carolina. Committed to creat- ing a shared vision of the future of education in the Southeast, the consortium impacts educa- tional change by addressing critical educational issues in the region, acting as a catalyst for positive change, and serving as a resource to individuals and groups striving for comprehen- sive school improvement. SERVE's core component is a regional educational laboratory funded since 1990 by the Office of Educational Research and Improvement (OERI), U.S. Department of Education. Building from this core, SERVE has developed a system of programs and initiatives that provides a. spectrum of resources, services, and products for responding effectively to national, regional, state, and local needs. SERVE is a dynamic force, transforming national education reform strategies into progressive policies and viable initiatives at all levels. SERVE Laboratory pro- grams and key activities are centered around: + Applying research and development related to improving teaching, learning, and organiza- tional management + Serving the educational needs of young children and their families more effectively + Providing field and information services to promote and assist local implementation of research-based practices and programs Offering policy services, information, and assistance to decision makers concerned with developing progressive educational policy Connecting educators to a regional computerized communication system so that they may search for and share information, and network tIDeveloping and disseminating publications and products designed to give educators practi- cal information and the latest research on common issues and problems The Eisenhower Consortium for Mathematics and Science Education at SERVE is part of the national infrastructure for the improvement of mathematics and science education sponsored vi 7 by OERI. The consortium coordinates resources, disseminates exemplary instructional materi- als, and provides technical assistance for implementing teaching methods and assessment tools. The South East and Islands Regional Technology in Education Consortium (SEIRTEC) serves 14 states and territories. A seven-member partnership led by SERVE, the consortium offers a variety of services to foster the infusion of technology into K-12 classrooms. The Region IV Comprehensive Assistance Center provides a coordinated, comprehensive approach to technical assistance through its partnership with SERVE. A set of special purpose institutes completes the system of SERVE resources. These institutes provide education stakeholders extended site-based access to high quality professional develop- ment programs, evaluation and assessment services, training and policy development to im- prove school safety, and subject area or project-specific planning and implementation assis- tance to support clients' school improvement goals. Following the distributive approach to responding and providing services to its customers, SERVE has ten offices in the region. The North Carolina office at the University of North Carolina at Greensboro is headquarters for the Laboratory's executive services and operations. Policy offices are located in the departments of education in Alabama, Florida, Georgia, Missis- sippi, North Carolina, and South Carolina. SERVEAlabama Eisenhower Consortium for SERVE-Georgia Policg Mathematics and Science Technology Office forthcoming Education at SERVE 41 Marietta Street, NW 345 South Magnolia Drive Suite 1000 Suite E-22 Atlanta, GA 30303 SERVE-Florida Tallahassee, FL 32301 404-893-0100 TP --A 1,1- al 11 t (IAA (2'71121-10,) 1:Atl Childhood, OlP-X-ti _L-UVUJ 800-659-3204 Publications, Lab, Field 800-854-0476 Fax 404-577-7812 Services Fax 904-671-6010 SERVE-Line (modem only) 345 South Magnolia Drive 800-487-7605 Suite D-23 Policg Tallahassee, FL 32301 345 South Magnolia Drive Policg 904-671-6000 Suite D-23 State Department of 800-352-6001 Tallahassee, FL 32301 Education Fax 904-671-6020 904-671-6029 2054 Twin Towers East Fax 904-671-6020 Atlanta, GA 30334 Database Information 404-657-0148 Services Clearinghouse Office of the Commissioner Fax 404-651-5231 345 South Magnolia Drive The Capitol LL 24 Suite E-21 Tallahassee, FT, 32399 Tallahassee, FL 32301 904-671-6012 904-488-9513 Fax 904-488-1492 800-352-3747 Fax 904-671-6010 SERVE-Line (modem only) 800-487-7605 8 SERVE-Mississippi SERVESouth Carolina Evaluation and Delta Project Po licy Assessment Services Delta State University 1429 Senate Street P.O. Box 5367 P.O. Box 3183 1005 Rutledge Building Greensboro, NC 27435 Cleveland, MS 38733 Columbia, SC 29201 910-334-3211 601-846-4384 803-734-8496 800-755-3277 800-326-4548 Fax 803-734-3389 Fax 910-334-3268 Fax 601-846-4402 E-mail: [email protected] Professional Development Po /icy Institute
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