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'I feel smart': The dynamic interaction between three learning theories, reading skills and conceptual understandings in an eighth -grade science action research study

机译：“我感觉很聪明”：八年级科学动作研究中三种学习理论，阅读技巧和概念理解之间的动态互动

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摘要

The long-term goal of this study was to increase the researcher's knowledge in curriculum content, curriculum design, and implementation, as well as teaching methodologies in the content areas for urban African American middle school students.;The purpose of this specific study was to develop, implement and evaluate a reading in the content areas science curriculum designed to increase conceptual abilities, reading skills, and individual learning for eighth grade-students in urban schools.;The research question that drove the goal and purpose of this study was as follows: How does the theory and practice of accelerated learning, multiple intelligences, and brain-based learning integrated with specific components of reading in the content area impact urban, middle school African American students' conceptual understanding of eighth-grade science? The student participants in this study were 16 African American students in the eighth grade who had below-grade reading achievement (third-grade level on district standardized tests), who were overage for middle school, yet still in the eighth grade, and who had failed the district's eighth grade science curriculum.;This was an action-oriented research study that utilized a mixed methodology of qualitative and quantitative data collection. The quantitative data collection consisted of pre and post tests, surveys with yes/no responses, and graphs. The qualitative data collection consisted of surveys with written responses, and a focus group.;The major finding from this study was that the dynamic interaction of the theories (accelerated learning, multiple intelligences, and brain-based learning integrated with specific components of reading in the content area) put into practice through the Michigan Framework Curriculum had a significant impact on student learning as evidenced by the MAT-7 standardized test scores. Qualitative findings indicated that this dynamic interaction of theories put into practice worked to create a classroom culturally aligned with student culture and created an ongoing teaching-learning cycle in the classroom. The qualitative findings indicated that student potential was developed, students experienced validation and conceptual success in the science curriculum, and student-teacher relationships evolved into partnerships for learning.;For further research it would be useful for an entire middle school faculty in one school to implement this kind of action curriculum and see the effects over time on both the teachers and the students.
机译：这项研究的长期目标是增加研究人员在课程内容，课程设计和实施以及在内容方面针对城市非洲裔美国中学生的教学方法方面的知识。在旨在提高城市学校八年级学生的概念能力，阅读技能和个人学习的内容领域科学课程中开发，实施和评估阅读。;驱使本研究目的和宗旨的研究问题如下： ：加速学习，多元智能和基于大脑的学习与内容区域中特定阅读成分相结合的理论和实践如何影响城市，中学非裔美国人学生对八年级科学的概念理解？这项研究的学生参与者是16位八年级的非洲裔美国学生，他们的阅读成绩低于年级（在地区标准化考试中达到三年级），初中超龄，但仍处于八年级，并且拥有未能通过该学区的八年级科学课程。；这是一项面向行动的研究，使用了定性和定量数据收集的混合方法。定量数据收集包括测试前和测试后，具有肯定/否定回答的调查以及图表。定性数据收集包括具有书面回答的调查和一个焦点小组。这项研究的主要发现是，理论的动态互动（加速学习，多元智能和基于脑的学习与阅读的特定组成部分整合在一起）内容部分）通过密歇根州框架课程付诸实践，对学生的学习产生了重大影响，MAT-7标准化考试成绩证明了这一点。定性的研究结果表明，这种动态的理论互动作用在实践中创建了一个与学生文化相一致的教室，并在教室中建立了一个持续的教学学习周期。定性的发现表明，学生的潜能得到了发展，学生在科学课程中获得了验证和概念上的成功，并且学生与教师之间的关系发展成为学习的伙伴关系。实施此类行动课程，并观察一段时间后对教师和学生的影响。

著录项

  • 作者

    Gooch, Kim Renee.;

  • 作者单位

    Fielding Graduate Institute.;

  • 授予单位 Fielding Graduate Institute.;
  • 学科 Curriculum development.;Science education.;Black studies.
  • 学位 Ed.D.
  • 年度 2002
  • 页码 233 p.
  • 总页数 233
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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