A Phenomenological Exploration of Student Experiences in Space Science Inquiry

ABSTRACT Title of Document: GIVING CHILDREN SPACE: A PHENOMENOLOGICAL EXPLORATION OF STUDENT EXPERIENCES IN SPACE SCIENCE INQUIRY Christopher R. Horne, Doctor of Philosophy, 2011 Directed By: Dr. Francine Hultgren, Department of Teaching and Learning, Policy and Leadership This study explores the experiences of 4th grade students in an inquiry-based space science classroom. At the heart of the study lies the essential question: What is the lived experience of children engaged in the process of space science inquiry? Through the methodology of phenomenological inquiry, the author investigates the essence of the lived experience of twenty 4th grade students as well as the reflections of two high school students looking back on their 4th grade space science experience. To open the phenomenon more deeply, the concept of space is explored as an overarching theme throughout the text. The writings of several philosophers including Martin Heidegger and Hans-Georg Gadamer are opened up to understand the existential aspects of phenomenology and the act of experiencing the classroom as a lived human experience. The methodological structure for the study is based largely on the work of Max van Manen (2003) in his seminal work, Researching Lived Experience, which describes a structure of human science research. A narrative based on classroom experiences, individual conversations, written reflections, and group discussion provides insight into the students' experiences. Their stories and thoughts reveal the themes of activity, interactivity, and “inquiractivity,” each emerging as an essential element of the lived experience in the inquiry-based space science classroom. The metaphor of light brings illumination to the themes. Activity in the classroom is associated with light’s constant and rapid motion throughout the Milky Way and beyond. Interactivity is seen through students’ interactions just as light’s reflective nature is seen through the illumination of the planets. Finally, inquiractivity is connected to questioning, the principal aspect of the inquiry-based classroom just as the sun is the essential source of light in our solar system. As the era of No Child Left Behind fades, and the next generation of science standards emerge, the students’ stories are viewed through the lens of the scientific practices found in A Framework for K-12 Science Education (The National Research Council, 2011). The critical challenge for elementary educators interacting with this text is to find the lived meaning of giving children space in an inquiry-based experience. GIVING CHILDREN SPACE: A PHENOMENOLOGICAL EXPLORATION OF STUDENT EXPERIENCES IN SPACE SCIENCE INQUIRY by Christopher R. Horne Dissertation submitted to the Faculty of the Graduate School of the University of Maryland College Park in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2011 Advisory Committee: Dr. Francine Hultgren, Advisor and Chair Dr. Sherick Hughes Dr. J. Randy McGinnis Dr. Steven Selden Dr. Emily van Zee Dr. Debra Neubert, Dean’s Rep © Copyright by Christopher R. Horne 2011 Dedication To Dad, who gave me space to explore and learn while imparting his passion for space. Thank you, Dad! In memory of Mom, who showed me endless compassion and taught me the meaning of passion through her zeal for God and life. I miss you, Mom! ii Acknowledgements This space odyssey would not have been possible without the help and support of many amazing and inspiring people. A project of this kind is never encountered alone. I will not be able to fully acknowledge all the many names of those who helped, the endless acts of kindness given, or the gestures of encouragement and assistance provided by so many. All I can hope to do is give credit to some who have made an abiding impact. Dr. Francine Hultgren, my advisor and committee chair, has traveled light years with me over seven adventurous years. Her ongoing encouragement cannot be overstated. I would never have finished without her commitment and countless corrections. Her passion for phenomenology has been transformational in my life. Dr. Emily van Zee poured herself into my growth and taught me to listen, changing me as a teacher and learner forever. Dr. Randy McGinnis modeled true passion for science in his teaching and prolific writing. I am also grateful to Dr. Sherick Hughes, Dr. Steven Selden, and Dr. Debra Neubert for their willingness to invest their valuable time to serve on my committee. From my school district, there have been many advocates for this work including: Dr. Stacey Adamiak, Susan Alexander, Jason Anderson, Mark Bowman, Kim Day, Jeff Grills, Christine Hickle, Larkin Hohnke, Lara Keller, Steve Lockard, Marilyn Matthews, and Dr. Kimm Mazaleski. To Dawn Getzandanner, teacher specialist for elementary science, who read each iteration of my work, from beginning to end, I am in awe of her knowledge and passion for the work we do together in science education and thankful for her numerous contributions to this work. To Angie Waltrup, teacher specialist for elementary math, who stepped up in the home stretch, doing whatever was needed to get iii our overwhelming amount of work done while I kept writing and writing, I am extremely grateful. To my longtime friend and colleague, now at Penn State, Mrs. V, I am thankful for her commitment to my work, never missing an opportunity to invite me in to spend time with her students in the elementary (and college) classrooms. To Mrs. Z I owe huge thanks for inviting me into her classroom and sharing her heart for all to see. And, of course, the loudest of thanks goes to the conversants involved in this study along with the many hundreds of other students who poured out their passion for learning and freely shared their wonderings during my decades-long exploration of the space science classroom. To my Church family, including the camping group, the BLGE, my pastor, Dr. Richard Fredericks, the DRCC staff, and of course Matt Holbrook and the SOAP guys, I am humbled by everyone’s countless prayers, helping hands, and continuous encouragement. I am also delighted by their gift of much deserved playful banter balanced with an outpouring of overwhelming grace! To my brother, Gary, a role model throughout my life, I am especially appreciative for his passion for fun and for revealing to me the tenacity necessary to finish such a project. To Mom, who touched me with all her many prayers, I will never be able to fully articulate the depth of my gratitude. To Dad, I have been blessed by his continuous faith in me. To my children, Meredith, Joshua, Jonathan, and Melissa, who grew up with a Dad in graduate school as far back as they can remember, and who showed great care and support throughout the process, it is difficult to express how much they have done to shape my character throughout this season of life. To Marti, my lifelong love, who never stopped giving and caring, even when I was ready to quit, I am iv nearly speechless. She deserves more credit than anyone, sticking with me through all the challenges and obstacles. I am blessed to have such a persistent supporter. And, finally, to my Lord, my God, and my Savior, I am eternally grateful for the countless ways in which I was encouraged to press through the process, relentlessly challenged to go boldly while always being given a generous gift of inspiration right when I needed it most! v Table of Contents Dedication ii Acknowledgements iii Table of Contents vi List of Images xi CHAPTER ONE: TURNING TO LIFE’S PASSIONS 1 Inquiry into Inquiry-Based Science: The Passion Begins 1 Selecting a Context for My Experience in the Space Science Classroom 2 Inquiry-Based Science as a Context for Student Experience 4 Using Curriculum as a Context for Student Experience 5 Looking Deeper into the Meaning of Inquiry 7 Living My Passions 8 A Passion to Tell my Story 8 A Passion for Space – Looking Up 10 A Passion for Space – Stepping Out, Finding Hope 12 A Passion for Teaching 17 A Passion for Change 18 A Passion for Learning 21 A Passion to Research 26 A Passion for Phenomenology 28 A Passion to Question 30 Connecting with the Passionate 31 The Passion of an Educator 32 The Passion of a Child 36 What is a Heartsong? 38 The Passion of an Astronaut 40 Finding the Connection: Passion 43 Space Science Inquiry – Using Phenomenology as a Guide 44 Turning to a Methodological Structure 46 Human Science Research as a Caring Act 48 Receiving Space through Phenomenology, Giving Children Space 49 Looking Ahead 51 CHAPTER TWO: LISTENING TO CHILDREN: TELLING THEIR STORIES 52 Establishing a Strong Pedagogical Orientation 53 vi Wonder in the Inquiry-Based Classroom 55 Entering the Classroom Experience – Inviting Children to Wonder 56 Attending to Children’s Wondering – Knowing Their Minds, Knowing their Hearts 60 Wondering about Wondering: The Importance of Asking 63 Community in the Inquiry-Based Classroom 68 Discovering Community in the Inquiry-Based Classroom 70 Establishing Community through Conversations 73 A Culture of Conversation, a Community of Truth 78 Voice in the Inquiry-Based Classroom 80 The Samoan Circle: A Forum for Voice 82 Listening to Voice 87 Voice Expressed in One-on-one Conversation 90 Voices that Share 93 Voices that Care 96 Giving Children Space in the Inquiry-Based Classroom 100 Giving Children Space as They Experience Lived Space (Spatiality) 103 Finding Another Kind of Lived Space (Spatiality) 107 Giving Children Space as They Experience Lived Body (Corporeality) 109 Giving Children Space as They Experience

Load more