자연주의적 탐구조사(Naturalistic Inquiry)

How we Think

Affirming Diversity: The Sociopolitical Context of Multicultural Education

Creativity: Flow and the Psychology of Discovery and Invention

Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder

The purpose of this research was to determine the effect of a recess break on classroom behavior, specifically working, fidgeting, and listlessness. A southern urban school district with a policy against recess granted permission for 2 Grade 4 classes to have recess once a week so that subsequent behavior on recess and nonrecess days could be compared. A multivariate analysis of variance with repeated measures and subsequent analyses of variance indicated that the 43 children, who were used as their own controls, differed on recess and nonrecess days, becoming more on task and less fidgety when they had recess. Sixty percent of the children, including all 5 of those with attention deficit disorder, and a balance of boys and girls benefited considerably. They worked more or fidgeted less (or both) on recess days.

Impact of Recess on Classroom Behavior: Group Effects and Individual Differences

Research on science teaching in the elementary school indicates that science is often taught “little and poorly” by teachers who lack confidence in their subject matter. The purposes of this study of prospective teachers were to (1) examine the effect of elementary, high school, and college science experiences as well as informal science (play, museums, and hobbies) on interest in science and confidence in teaching science and (2) determine the effect of an inquiry-based science methods course on interest and confidence. The subjects were three groups of students in an initial certification master’s program who were studied during a field-based science methods course. Their own experience with science when they were in elementary school, followed by informal experiences and high school experience, predicted initial interest in science. Elementary school experience, followed by the number of science courses taken in college, predicted initial confidence. The inquiry-based science methods course increased both interest and confidence.

Science interest and confidence among preservice elementary teachers

Violence in schools and its prevention have become focal points for research, practice, and policy. This study investigated the effectiveness of the Second Step violence prevention curriculum on all fourth and fifth grade students (N = 455) in one small urban school district. Scores on tests measuring knowledge of the curriculum increased significantly. Significant positive changes were also found for Behavior Assessment System for Children items reflecting student use of problem solving as well as report card items indicating respectful and cooperative behavior. Qualitative data from interviews with students provided in depth information about treatment acceptability and types of behavioral changes observed. Student interviews support the conclusion that the quantitative pre-post changes were directly connected to key components of the violence prevention curriculum. Implications for future research and practice are considered. Editors’ Strategic Implications: The authors present quantitative and qualitative data to suggest that a cognitive problem solving model represents a promising practice for school violence prevention efforts with urban, elementary school children. Longitudinal, experimental research will be necessary to draw any stronger conclusions.

Acceptability and Student Outcomes of a Violence Prevention Curriculum

Research on playfulness, science, and creativity suggests that there is a connection between having positive background experiences with science and the development of interest in science. However, there is little empirical research on where, how, and when teachers’ in-terests in science develop. The purpose of this research was to explore connections between preservice elementary teachers’ background science experiences and interest in science. Subjects were 53 preservice teachers in two sections of a science methods course. The data were collected by administering a self-report Science Background Experiences Survey. Students with low and high initial interest in science were significantly different on remem-bering about their elementary school science and involvement in non-school science activi-ties including science related field trips, play and exploration.

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Developing an interest in science: background experiences of preservice elementary teachers

Research on conceptual change provides strong evidence that not only children but also many adults have incorrect or incomplete understanding of science concepts. This mixed methods study was concerned with preservice and inservice teachers’ understanding of six earth and space science concepts commonly taught in elementary school: reasons for seasons, phases of the moon, reasons for the wind, the rock cycle, soil formation, and earthquakes. The first part of the study determined and compared the level of conceptual understanding held by both groups on topics they will need to teach in the Georgia Performance Standards [GPS]. The second part focused on whether readings or hands-on learning stations, in some cases combined with concept mapping, improves preservice teachers’ understanding of these concepts. The third part described the application of conceptual change strategies of one group of preservice teachers during their field placements. The overall sample was two cohorts of preservice teachers, one cohort of preservice teachers from an alternative initial certification program, and two masters’ cohorts consisting of inservice teachers. Four data sources were: a six item open-ended survey, concept maps, the field assignments, and the researcher’s field notes. Rubrics were used to score answers to each survey question. Concept map scores were calculated based on the criteria developed by Novak and Gowin (1984). The first part of the study shows that both preservice and inservice teachers have low conceptual understanding of the earth science concepts taught in elementary school. Independent samples t-tests results indicate that both groups have similar understanding about these concepts. A two way ANOVA with repeated measures analysis demonstrated that readings and learning stations are both successful in building preservice teacher’s understanding and that benefits from the hands-on learning stations approached statistical significance. A paired samples t-test shows that concept mapping added to the participants’ conceptual understanding whether the participants learned the concepts through readings or stations. Finally, field assignments allowed the participants to apply knowledge that they learned in their science methods course in their classroom placements. This study has implications for teacher preparation programs, staff development, and conceptual change practices in field placements.

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Olga S. Jarrett

Papers

Impact of Recess on Classroom Behavior: Group Effects and Individual Differences

Science interest and confidence among preservice elementary teachers

Acceptability and Student Outcomes of a Violence Prevention Curriculum

Developing an interest in science: background experiences of preservice elementary teachers

Understanding of Earth and Space Science Concepts: Strategies for Concept-Building in Elementary Teacher Preparation