Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 2001 Middle School Students' Understanding of the Natural History of the Earth and Life on Earth as a Function of Deep Time. Azalie Cecile Pulling Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Pulling, Azalie Cecile, "Middle School Students' Understanding of the Natural History of the Earth and Life on Earth as a Function of Deep Time." (2001). LSU Historical Dissertations and Theses. 310. https://digitalcommons.lsu.edu/gradschool_disstheses/310 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. 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MIDDLE SCHOOL STUDENTS' UNDERSTANDING OF THE NATURAL HISTORY OF THE EARTH AND LIFE ON EARTH AS A FUNCTION OF DEEP TIME A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Curriculum and Instruction by Azalie Cecile Pulling B.S., Florida Southern College, 1977 M.Ed., Northeast Louisiana University, 1981 Ed.S., Louisiana State University, 1998 May, 2001 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number. 3016573 Copyright 2001 by Pulling, Azalie Cecile All rights reserved. UMI__ ® UMI Microform 3016573 Copyright 2001 by Bell & Howell Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. Beil & Howell Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ©Copyright 2001 Azalie Cecile Pulling All rights reserved ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS This dissertation represents the culmination of many years of work and study. I offer my sincerest thanks to my mentors, colleagues, friends, and family who contributed to my successful completion of this endeavor. First, I extend my unfailing thanks to my major professor and friend, Dr. Ron Good, who guided me along this journey. His example and expectations set the standard to achieve. His patience and good humor made the journey seem achievable. His expertise and insight shaped my work. I would also like to thank the members of my committee, Dr. James Wandersee, Dr. Frank Cart ledge, Dr. Lynn Lamotte, and Dr. Husain Sarkar for their constructive comments and feedback during the dissertation process. Secondly, I must thank many other people who influenced my work, Dr. Catherine Cummins and Dr. Greg Hussey for their direction; and Dr. Kathleen Fisher, Dr. Abbas Tashakkori, and Dr. Denise Egea-Kuehne for their personal correspondence and communication about my research. I am indebted to the teachers, my peers and friends, who welcomed me into their classrooms, participated in my research, and encouraged me along the way, Rick Garey, Angie Gaudin, and Amanda Mayeaux. My genuine appreciation goes to my former principal, Glen Delafield, who supported my research at his school. I extend a special thanks to all the students who participated in both this study and the pilot study. My complete thanks and affection go to my companions who walked this path with me. Dr. L o m a Holtman and Kathy McWaters. I thank my aunt, Pearl Doolittle, for providing a place for rest and recreation along the journey. My love iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. and thanks go to Dr. Vincent Marcantelli who helped keep path straight and smooth along this journey and who encouraged, cajoled, and frequently commanded me to write. iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ACKNOWLEDGMENTS....................................... iii LIST OF TABLES........................................ vii LIST OF FIGURES...................................... viii ABSTRACT.............................................. ix CHAPTER 1 INTRODUCTION................................ 1 Research Questions........... 4 Definitions............................ 5 2 REVIEW OF LITERATURE........................ 9 Theoretical Framework.................. 9 Summary of Literature.................. 18 3 METHODS..................................... 33 Rationale for Research Methods.......... 33 Researcher............................. 35 Sampling............................... 36 Setting and Students................... 37 Design of Study........................ 37 Data Collection and Analysis............ 41 4 LEARNING ENVIRONMENT........................ 54 The School............................. 54 The Teacher and Her Teaching Practices... 56 Teaching Geologic Time................. 67 5 ANALYSIS OF GROUP DATA...................... 78 Pseudoscience.......................... 78 Middle School Pseudoscientists.......... 82 Modal Profile of MS Pseudoscientist Group.............. 82 Middle School Prescientists............. 90 Modal Profile of MS Prescientist Group................. 91 Middle School Protoscientists........... 100 Modal Profile of MS Protoscientist Group................ 100 Middle School Scientists................ 104 Modal Profile of MS Scientist Group..................... 106 6 CASE STUDIES................................. 116 Introduction............................116 Case Study, MS Scientist................ 122 Case Study, MS Protoscientist........... 133 v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Case Stud/ MS Prescientist.............. 143 Case Study MS Pseudoscientist........... 153 7 CONCLUSIONS AND IMPLICATIONS................. 163 Conclusions............................ 163 Implications........................... 181 REFERENCES............................................ 184 APPENDIX A GEOLOGIC TIMELINE............................202 B GEOLOGIC TIMELINE SURVEY..................... 203 C CONCEPT EVALUATION STATEMENT................. 204 D EARTH SCIENCE TEST...........................205 E EVOLUTION TEST...............................207 F DTS-6 POST-STUDY INTERVIEW QUESTIONS......... 210 G GROUP ANALYSIS OF STUDENT GEOLOGIC TIMELINE RESPONSES................. 211 H INDIVIDUAL ANALYSIS OF STUDENT GEOLOGIC TIMELINE RESPONSES......... 212 I CRITERIA FOR CATEGORIES OF STUDENT THINKING ABOUT GEOLOGIC TIME................ 214 J MODAL PROFILE TEMPLATE....................... 217 K FLOWCHART OF TIMELINE OF STUDY............... 218 L TEACHER'S PROFESSION GOALS................... 219 M TEACHER LESSON PLAN BOOK..................... 220 N A WALK THROUGH GEOLOGIC TIME................. 222 O IRB EXEMPTION................................224 P PARENTAL PERMISSION FORM..................... 225 Q STUDENT ASSENT FORM.......................... 227 VITA.................................................. 228 vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. LIST OF TABLES 1. Instructional Methods Used in the Geologic Time Unit............................... 76 2. Organizing Concepts of Sixth Grade Pseudoscientists ............................. 83 3. MS Pseudoscientists' Correct Responses to Index Events on Geologic Timeline............ 84 4. Organizing Concepts of Sixth Grade Prescientists .................................... 91 5. MS Prescientists' Correct Responses to Index Events on Geologic Timeline ............. 92 6. Organizing Concepts of Sixth