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Students' with Visual Impairments Conceptions of Causes of Seasonal Change

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Students' with Visual Impairments Conceptions of Causes of Seasonal Change STUDENTS’ WITH VISUAL IMPAIRMENTS CONCEPTIONS OF CAUSES OF SEASONAL CHANGE DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Tiffany A. Wild, B.A., B.S.Ed, M.Ed. * * * * * The Ohio State University 2008 Dissertation Committee: Professor Kathy Cabe Trundle, Adviser Approved by Professor Peter Paul Professor Ann Allen __________________________________ Adviser College of Education and Human Ecology Copyright by Tiffany Ann Wild 2008 ABSTRACT The purpose of this qualitative study was to understand and describe the misconceptions that may exist among students with visual impairments and instructional techniques that may help them learn scientific concepts of seasonal change. Teachers’ perceptions of student learning were also examined. Data were obtained from students 1 week prior to and 2 weeks after instruction. Students in a comparison group received traditional instruction concerning seasonal change that included textbooks, 3-D models, and lectures. Students in an inquiry-based group received instruction that included student generated models, graphs of temperature data, and 3-D models. Students who participated in the traditional instruction all exhibited alternative conceptions before instruction. Reasons for seasons included the Earth’s rotation on its axis, a change in distance between the Earth and the Sun, and the Earth’s tilt moving back and forth as it orbited the Sun. After instruction, students in this group all continued to exhibit alternative understandings of seasons. Only one student in this group held a scientific fragment (e.g., Earth orbiting the Sun) within his alternative explanation. The comparison group teacher believed that his students had a scientific understanding of the cause of seasons after completion of the curriculum which did not reflect students’ actual documented learning. ii Students who were members of the inquiry-based group also had alternative conceptions before instruction. Reasons for seasons included the Earth’s tilt moving back and forth as it orbited the Sun, a change in the amount of moisture levels in the atmosphere, and the rotation of the Earth on its axis. One student was able to explain that the Earth orbited the Sun, but could not explain how this motion caused seasons. After instruction, students in this group all had scientific understandings of seasons or scientific fragments, and none held alternative understandings. The inquiry-based group teacher believed that her students had a scientific understanding of the causes of seasons upon completion of the curriculum which was reflective of students’ documented learning. iii Dedicated to my loving husband, parents, and grandparents - I made it Papa, I am a Buckeye! iv ACKNOWLEDGMENTS I would like to first and foremost thank the Good Lord Above, for without him nothing is possible. I am eternally thankful to my husband for his support, encouragement, cheerleading, and ability to deal with the crazy hours that a doctoral student must keep. I love you very much! Without you, I would not have been able to complete this degree and make my dreams come true. Thank you to my family for understanding when I haven’t been able to be around as often as I would have liked. To my parents – thank you for always encouraging my dreams and praying for me when times got rough. To my grandparents – you taught me to go for it all. To Grandma Shea – thank you for all of your prayers, edits, and comments. To my Wild family – thank you for the kind phone calls, prayers, and support. I wish to thank my teachers who inspired me not only in the science classroom but in my future endeavors. I want to thank my advisor, Dr. Kathy Cabe Trundle, for her patience, expertise, and support of this project. Without your help, this project would not have been possible. I also want to thank you for your teachings and examples in both the classroom and professional arenas. You have been a wonderful advisor to me – Thanks. v Thank you to Dr. Peter Paul for recruiting me to The Ohio State University and working with me to resolve scholarship issues, teaching issues, publication issues, and future employment issues. You have become a true mentor to me. I wish to thank my committee member Dr. Ann Allen. I appreciate your wisdom and collaborative efforts in research and public policy. It has been an honor. Thank you to my research buddies – Margie, Sally, Cindy, Lori, and Mesut. It has been an honor and privilege to work with such leaders and scholars. Thank you for your guidance, patience, editing, and listening skills. I also want to thank Dr. Anne Corn. Without her knowledge and wisdom, I would not have had this opportunity. I am also grateful to the parents, teachers, students, and administrators who participated in this study. I appreciate your support of this project. Thank you J. and J. for inspiring me to enter this field. I want to thank my “Vandy buddies” who always made me feel at home and supported my endeavors. The lessons you have taught me will stay with me forever. Thank you to my OSU colleagues – Cheryl, Kay, Cecelia, Tia, and James. You are all shining examples of excellence in our field. I am forever grateful for your expertise and support. Thank you to the National Center for Leadership in Visual Impairments for the scholarship and support of my doctoral studies funded by the U.S. Department of Education Office of Special Education Programming (Cooperative Agreement H325U040001). Thanks to Dr. Kathy Huebner, Dr. Missy Garber, and Dr. Diane vi Wormsley for their leadership in this project. Thank you to the PAC members as well as the University Consortium for your willingness to offer your expertise and experience when we need it the most. Last but no least, I also thank all of the NCLVI fellows who have been supportive and shared their knowledge, leadership, and experiences with me. I am honored to be entering the field in this leadership position with all of you! vii VITA September 20, 1977 …………………Born, Lancaster, Ohio 1999…………………………………B.A., Environmental Science and Mathematics, Capital University 2001…………………………………B.S.Ed., Middle Childhood Education, Ohio University 2001-2004…………………………...Middle School Teacher 2004…………………………………Early Childhood Classroom Aide for the Visually Impaired 2005…………………………………M.Ed., Special Education, Vanderbilt University 2005…………………………………Itinerant Teacher of the Visually Impaired 2005-2008…………………………..NCLVI Fellow, The Ohio State University PUBLICATIONS Smith, D. & Wild, T. (2006). Least-Restrictive Environment for Students with Visual Impairments. Journal of Visual Impairment & Blindness, 100(10), 592-593 FIELD OF STUDY Major Field: College of Education Teaching and Learning Education of the Visually Impaired Science Education Public Policy viii TABLE OF CONTENTS Page Abstract ............................................................................................................................ ii Dedication ....................................................................................................................... iv Acknowledgments............................................................................................................. v List of Tables ................................................................................................................. xiii Chapters: 1. Introduction ........................................................................................................... 1 Purpose of this study ............................................................................................. 3 Rational for the study ............................................................................................ 4 Research questions .............................................................................................. 13 Significance of the study ..................................................................................... 13 Definition of terms .............................................................................................. 14 Organization of the study .................................................................................... 18 2. Literature Review................................................................................................ 19 Introduction ......................................................................................................... 19 Constructivism – foundation of conceptual change ............................................ 19 Conceptual change theory ................................................................................... 21 Teacher beliefs .................................................................................................... 26 Inquiry-based education ...................................................................................... 28 Methods utilized to teach students with visual impairments .............................. 33 Scientifically based research methodologies utilized to teach students with visual impairments .............................................................................................. 36 Science curriculum improvement study .................................................. 36 The lack of action.................................................................................... 39 Studying the science-related problem solving processes ........................ 39 Audio-tutorial-self-instruct laboratory curriculum ................................
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