Action Research
ion reaAction Research Proposal The effect of conceptual change and literacy strategies on students in high school science classes, California State University, Northridge David Arias April 16, 2007
Conceptual change through literacy 2 Introduction One area of concern I have comes from what I have observed in the past two years of my teaching. A majority of students do not have the ability to access content. Specifically, the weakness I have observed is literacy in the form of readings and textbooks. Students not only do not know how to investigate through a book, but they do not know how to decipher good information from irrelevant information. I have often observed a student reading a sentence, yet even though they understood all of the words in the sentence they have no idea what they are reading. An aspect of my pedagogical context knowledge I am curious about exploring is the notion of conceptual change. I am intrigued by the phenomena of how students who are repeatedly exposed to a concept, yet still do not understand. How does conceptual change that incorporates literacy strategies affect students’ achievement in a science classroom? What changes do students have in their reading ability as they use conceptual change and various literacy strategies? What changes will students observe in their own academic achievement? Purpose Statement The purpose of this paper is to determine how conceptual change that uses literacy strategies affects students’ achievement in a science class. The specific research questions are how conceptual change will affect my students. And more specifically how can the use of literacy strategies that promote conceptual change affect students achievement in a science classroom. Which strategies help students access the content in a biology class or integrated coordinated science class? Can conceptual change affect students’ success in a biology class? Which literacy strategies in conjunction with conceptual change affect students’
Conceptual change through literacy 2 Introduction One area of concern I have comes from what I have observed in the past two years of my teaching. A majority of students do not have the ability to access content. Specifically, the weakness I have observed is literacy in the form of readings and textbooks. Students not only do not know how to investigate through a book, but they do not know how to decipher good information from irrelevant information. I have often observed a student reading a sentence, yet even though they understood all of the words in the sentence they have no idea what they are reading. An aspect of my pedagogical context knowledge I am curious about exploring is the notion of conceptual change. I am intrigued by the phenomena of how students who are repeatedly exposed to a concept, yet still do not understand. How does conceptual change that incorporates literacy strategies affect students’ achievement in a science classroom? What changes do students have in their reading ability as they use conceptual change and various literacy strategies? What changes will students observe in their own academic achievement? Purpose Statement The purpose of this paper is to determine how conceptual change that uses literacy strategies affects students’ achievement in a science class. The specific research questions are how conceptual change will affect my students. And more specifically how can the use of literacy strategies that promote conceptual change affect students achievement in a science classroom. Which strategies help students access the content in a biology class or integrated coordinated science class? Can conceptual change affect students’ success in a biology class? Which literacy strategies in conjunction with conceptual change affect students’
References: Johnson, A.P., (2008). A Short Guide to Action Research. San Francisco: Pearson and Ally and Bacon. Macbeth, D. (2000). On an Actual Apparatus for Conceptual Change. John Wiley & Sons, Inc. Sci Ed 84, 228–264. Mason, L. and Boscolo,P. (2000). Writing and conceptual change. What changes? Instructional Science 28, 199–226. Mason, L. (2001) Introducing talk and writing for conceptual change: a classroom study. Learning and Instruction 11, 305–329. Pearsall, R., Skipper E., and Mintzes, J. J. (1997) Knowledge Restructuring in the Life Sciences: A Longitudinal Study of Conceptual Change in Biology Sci Ed 81,193–215. Posner,G. J., Strike, K.A., Hewson, P.W., and ; Gertzog, W. A. (1982) Accommodation of a scientific conception: Toward a theory of conceptual change . Science Education, vol. 66, 2, 211-227 Uzuntiryaki, E. and Geban, O. (2005) Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts. Instructional Science, 33, 311– 339 Venville, G.J., and Treagust, D.F. (1996) The role of analogies in promoting conceptual change in biology. Instructional Science 24,295-320 Vosniadou, S., Ioannides, C.,Dimitrakopoulou, A., and Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction 11, 381–419 Vosniadou, S., Brewer, W.F. (1987)Theories of Knowledge Restructuring in Development Conceptual change through literacy 9 Review of Educational Research, Vol. 57, No. 1, pp. 51-67. Weaver, G.C. (1997) Strategies in K-12 Science Instruction to Promote Conceptual Change. Sci Ed 82:455–472,