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How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

机译：下一代科学标准，以探究为基础的科学部门如何在小学课堂中影响学生的科学实践成绩和学生科学效能？

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摘要

This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey and from student content knowledge assessments showed growth in student belief of their own abilities in the science classroom. Qualitative data gathered from student observations and interviews performed at the conclusion of the Earth Science unit further show gains in student understanding and attitudes. This study adds to the existing literature on the importance of standard aligned, inquiry based science curriculum that provides time for students to engage in science practices.

机译：这项研究考察了以探究为基础的下一代科学标准统一科学部门对小学生理解和应用八种科学与工程实践及其在建立学生解决问题技能中的关系的影响。该研究涉及44名二年级学生和三名参与课堂的老师。治疗包括一个学区开发的二级地球科学部门：我们的游乐场发生了什么？这是在学年开始时讲授的。来自李克特式量表的前后调查和学生内容知识评估的定量结果表明，学生对科学课堂中自己能力的信念有所增长。从地球科学单元结束时进行的学生观察和访谈中收集的定性数据进一步表明，学生的理解和态度有所提高。这项研究增加了现有文献，说明了基于标准的，基于查询的科学课程的重要性，该课程为学生提供了参与科学实践的时间。

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作者
Whittington, Kayla Lee.;
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作者单位

Portland State University.;

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授予单位 Portland State University.;
学科 Science education.;Elementary education.
学位 M.S.T.
年度 2017
页码 106 p.
总页数 106
原文格式 PDF
正文语种 eng
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2. The Effects of a Kit-Based Science Curriculum and Intensive Science Professional Development on Elementary Student Science Achievement [J] . Betty J. Young, Sharon K. Lee Journal of Science Education and Technology . 2005,第5a6期

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3. The Impact of a Project-Based Science Curriculum on Minority Student Achievement, Attitudes, and Careers: The Effects of Teacher Content and Pedagogical Content Knowledge and Inquiry-Based Practices [J] . DAVID E. KANTER, SPYROS KONSTANTOPOULOS Science education . 2010,第5期

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4. Examining and Characterizing Elementary School Teachers' Engineering Design-based Instructional Practices and Their Impact on Students' Science Achievement [C] . Brenda M. Capobianco, James Lehman American Society for Engineering Education Annual Conference and Exposition . 2019

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5. Implementation of the Next Generation Science Standards: An In-Depth Analysis of Science and Engineering Practices in the Enactment of an Interdisciplinary STEM Unit in an Eighth Grade Science Classroom [D] . Chudyk, Sarah A. 2019

机译：下一代科学标准的实施：对八年级科学课堂跨学科干部单位制定科学和工程实践的深入分析
6. Interaction rituals and inquiry‐based science instruction: Analysis of student participation in small‐group investigations in a multilingual classroom [O] . Sara E. D. Wilmes, Christina Siry -1

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7. How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom? [O] . Kayla Whittington -1

机译：下一代科学标准如何对齐，查询，科学单位影响学生在小学课堂上进行科学实践和学生科学疗效的成就？

How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

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