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Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge
| Content Provider | Semantic Scholar |
|---|---|
| Author | Stephenson, Robert L. |
| Copyright Year | 2017 |
| Abstract | Elementary Teachers’ Perceptions of Teaching Science to Improve Student Content Knowledge by Robert L. Stephenson MEd, Kent State University, 1994 BA, Kent State University, 1988 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2017 Abstract The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers’ perceptions about their students’ science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the selfefficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky’s social constructivist theory and Bandura’s concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students’ limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers’ perceptions about their students’ science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the selfefficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky’s social constructivist theory and Bandura’s concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students’ limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society. Elementary Teachers’ Perceptions of Teaching Science to Improve Student Content Knowledge by Robert L. Stephenson MEd, Kent State University, 1994 BA, Kent State University, 1988 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2017 Dedication This study is dedicated to my wife, Jamie, and children, Rebecca and Andrew. If it were not for your encouragement and understanding, I could not have accomplished this personal goal. I adore you all and look forward to more uninterrupted family time and many more vacations to our country’s beautiful national parks! Acknowledgments I wanted to acknowledge my parents who always believed that you are never too old to learn new things and always hoped there would be a third generation Dr. Stephenson. Additionally, I wanted to thank my committee, Dr. Deborah Focarile, Dr. Georgene Risko, Dr. Kathleen Montgomery, and URR Dr. Mary Howe for their probing questions, high expectations, and commitment to the field of education. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4943&context=dissertations&httpsredir=1&referer= |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
