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Through the Lens of the Microscope: Examining the Addition of Traditional and Digital Microscopes to the Study of Cell Theory in a Rural Middle School Setting

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Through the Lens of the Microscope: Examining the Addition of Traditional and Digital Microscopes to the Study of Cell Theory in a Rural Middle School Setting ABSTRACT ENNIS, JACKIE STRUM. Through The Lens of the Microscope: Examining the Addition of Traditional and Digital Microscopes to the Study of Cell Theory in a Rural Middle School Setting. (Under the direction of Dr. Ellen S. Vasu). Situated in the classrooms of three middle school teachers in a rural school system in North Carolina, this study examined the variable of microscope use on three levels – no microscopes, analog microscopes, and digital microscopes – during the unit on cells. The study was designed to benefit from the use of two complementary parts – a quasi- experimental quantitative part and a qualitative component. The quantitative component of the study utilized two instruments, the Scientific Attitude Inventory II (SAI II) (Moore & Foy, 1997) and a content test developed for this study. Each instrument was administered as a pretest and a posttest to each of the three groups of students. An analysis of covariance (ANCOVA) was conducted on the scores of each instrument. Results of the ANCOVA on the content test showed that when controlling for the pretest scores, there were no differences between the mean posttest scores of the students in the three learning environments. Results of the ANCOVA on the SAI II showed that when controlling for the pretest scores, there was a statistically significant difference (p<.05) among the mean posttest scores. However, Scheffe’s Method of Multiple Comparisons revealed no significant differences among the scores of the three groups of students. Descriptive data provided the scores of the students in each classroom disaggregated by gender and by racial identity. The qualitative component utilized classroom observation, teacher interviews, and student interviews as data sources in each of the three learning environments. Analysis of the data suggested that the students in all three classrooms were engaged in the learning activities and benefited from the learning experiences provided. However, the students who used the digital microscopes were more engaged than the other two groups. These students used technology as a mindtool to help them bridge the concrete experiences to the abstract concepts associated with cell theory. However, the teacher who used the digital microscopes became so interested in having the students explore with these tools that she missed opportunities for them to use the devices for knowledge construction. Two types of digital microscopes were also compared, revealing a preference for the less expensive tool. This work is dedicated to my family who has supported me during this project, including my Heavenly Father, my husband, Jim, our children, Logan and Margo, my earthly parents and parents-in-law, and Granny. ii BIOGRAPHY Jackie Strum Ennis was born in Red Oak, North Carolina in 1958. She grew up with her parents, Jack and Charlotte Strum, and her sister, Lottie, on a family farm. She married Jim Ennis in 1979. Their son, Logan, was born in 1983, and their daughter, Margo, was born in 1986. This family of four continues to live in the community of Red Oak. Ennis graduated from Atlantic Christian College with a degree in Elementary Education in 1981. She taught mathematics, science, and technology courses to students at Parker Junior High in the Rocky Mount City Schools from 1981 – 1990. In 1981, she also began a program at Campbell University, earning a Master’s degree in Middle School Education in mathematics and science in 1984. From 1990 – 1995, Ennis taught mathematics, science, and technology courses at Benvenue Middle School in Nash County Schools (which merged with the Rocky Mount City School during this time frame, forming the Nash-Rocky Mount School System.) In 1995, Ennis was hired as an instructor in the School of Education at Barton College. She has remained in that department since 1995, and she is now an Associate Professor of Education. Ennis serves as the Middle School Education Coordinator and as the Instructional Technology Coordinator for the School of Education. In addition to these responsibilities, she teaches methods courses in the Elementary Education and the Middle School Education programs, teaches courses in instructional technology for all education majors, and supervises student teachers in the Elementary Education and the Middle School Education programs. During her tenure at Barton College, Ennis has served as a co-coordinator for a PT3 Grant focused on using technology to implement problem-based learning. She has also received a grant from Merck Pharmaceuticals, Inc., to help prepare majors in Elementary iii Education and in Middle School Education to teach science and mathematics to their future students. The materials purchased by this grant are offered to area public school teachers, as well as to the preservice teachers at Barton College. Ennis oversees the implementation of this program. In addition to working with public school teachers through these grants, Ennis has provided numerous staff development workshops to public school teachers in surrounding school systems. In 1997, Ennis began the Ph.D. program in Curriculum and Instruction, with a concentration in Instructional Technology, at North Carolina State University. She was elected to the NCSU chapter of the Honor Society of Phi Kappa Phi. iv ACKNOWLEDGEMENTS There are many people to whom I owe gratitude. I am very appreciative of the support that I have received from my family, colleagues, and other friends. I could not have completed this project without their numerous efforts to ensure my success. First, I thank my Heavenly Father for guiding me through this process. I also thank my husband, Jim, for his unwavering support, and especially for the wonderful meals that he has provided for our family! I appreciate the culinary skills he has developed, but I am most grateful for the fact that he exhibited a positive attitude as he assumed many household responsibilities so that I could focus on my research and other professional responsibilities. I also thank our children, Logan and Margo, for coping with a mother who was “always” studying and writing. I have a special word of thanks to Granny, who convinced me that I could and should pursue a doctoral degree. Although she passed away as I was beginning my doctoral program, her presence was always there, reminding me that I could accomplish my goals. Finally, I thank our extended family members, who encouraged me to continue my pursuits. My mother, my sister, and my mother-in-law offered many words of encouragement. During the years I was enrolled in the doctoral program, I lost both my father and my father-in-law. However, their inspiration was always in me. I thank the people who allowed me to conduct this study in their school system. The administration of the system and of the middle school were very accommodating and welcoming to me. The three teachers were wonderful colleagues. They made me feel welcome in their classes. We learned together. I truly appreciate what they taught me. I thank them for sharing their classes, their thoughts, and their insights with me. I also thank the students who participated in this study. I learned much from observing the classes and from v the interviews that twelve students granted me. I especially thank the person from this school system who served as a liaison for me. Words cannot express how much I appreciate the many ways that she has offered her support for this study. She gathered information, made contacts, and guided me in the proper directions as I worked with the school system. She also provided me much encouragement. She believed that I could accomplish my goal and continuously reminded me of that fact! I thank my committee members. Each contributed to this project in his/her own unique way. Dr. Ellen Vasu has been my teacher, advisor, and role model for the eight and a half years that I have been enrolled in this program. She always provided the guidance that I needed. I appreciate her expertise in instructional technology and in quantitative methods of research. I also truly appreciate her wonderful sense of humor. I thank Dr. Jane Steelman for all that she has taught me about using instructional technology as an effective learning tool. I also appreciated the high standards that Dr. Steelman provided for her students, while she also provided the scaffolding needed to help them reach the goals. I am grateful to Dr. Lisa Grable for her contributions to my dissertation, especially for her knowledge of science education, as well as her understanding of using instructional technology in this field. I appreciate Dr. Peter Hessling’s contributions to this project. His expertise in qualitative methods has been invaluable. He taught me how to use qualitative methods and showed me the value of using this approach. In addition, he helped me to apply that knowledge as I conducted this study. I owe much gratitude to Barton College, where I am employed. The administration has provided me support in the pursuit of this degree. I appreciate the flexibility that I was allowed to have in my schedule, especially during the spring semester of 2005, when I was vi observing in the classrooms two or three days a week. I also thank my colleagues and our secretary in the School of Education who have volunteered to complete tasks for me so that I could have the time to spend on my research. My friend and colleague, Dr. Barbara Mize, has been especially helpful to me. She always made sure that I was working toward accomplishing the goals involved in this project. I thank my students for understanding the time commitments that this project required. Finally, I thank Barton College for the financial support that I received in the form of a Professional Development Grant. I thank my sisters of The Delta Kappa Gamma Society International.
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