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The effectiveness of constructivist ...

Brooks, John.

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The effectiveness of constructivist science instructional methods on middle school students' student achievement and motivation.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effectiveness of constructivist science instructional methods on middle school students' student achievement and motivation./
Author:	Brooks, John.
Description:	151 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1977.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Education, Middle School. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3407851
ISBN:	9781124032399

The effectiveness of constructivist science instructional methods on middle school students' student achievement and motivation.
Brooks, John.

The effectiveness of constructivist science instructional methods on middle school students' student achievement and motivation. - 151 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1977.

Thesis (Ed.D.)--Walden University, 2010.

A problem facing science educators is determining the most effective means of science instruction so that students will meet or exceed the new rigorous standards. The theoretical framework for this study was based on reform and research efforts that have informed science teachers that using constructivism is the best method of science instruction. The purpose of this study was to investigate how the constructivist method of science instruction affected student achievement and student motivation in a sixth grade science classroom. The guiding research question involved understanding which method of science instruction would be most effective at improving student achievement in science. Other sub-questions included the factors that contribute to student motivation in science and the method of science instruction students receive that affects motivation to learn science. Quantitative data were collected using a pre-test and post-test single group design. T-test and ANCOVA were used to test quantitative hypotheses. Qualitative data were collected using student reflective journals and classroom discussions. Students' perspectives were transcribed, coded and used to further inform quantitative findings. The findings of this study supported the recommendations made by science reformists that the best method of science instruction was a constructivist method. This study also found that participant comments favored constructivist taught classes. The implications for social change at the local level included potential increases in student achievement in science and possibly increased understanding that can facilitate similar changes at other schools. From a global perspective, constructivist-oriented methods might result in students becoming more interested in majoring in science at the college level and in becoming part of a scientifically literate work force.

ISBN: 9781124032399Subjects--Topical Terms:

1030813
Education, Middle School.

The effectiveness of constructivist science instructional methods on middle school students' student achievement and motivation.
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245 1 4 $a The effectiveness of constructivist science instructional methods on middle school students' student achievement and motivation.
300 $a 151 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1977.
500 $a Advisers: Robert McClure; Carole Pearce.
502 $a Thesis (Ed.D.)--Walden University, 2010.
520 $a A problem facing science educators is determining the most effective means of science instruction so that students will meet or exceed the new rigorous standards. The theoretical framework for this study was based on reform and research efforts that have informed science teachers that using constructivism is the best method of science instruction. The purpose of this study was to investigate how the constructivist method of science instruction affected student achievement and student motivation in a sixth grade science classroom. The guiding research question involved understanding which method of science instruction would be most effective at improving student achievement in science. Other sub-questions included the factors that contribute to student motivation in science and the method of science instruction students receive that affects motivation to learn science. Quantitative data were collected using a pre-test and post-test single group design. T-test and ANCOVA were used to test quantitative hypotheses. Qualitative data were collected using student reflective journals and classroom discussions. Students' perspectives were transcribed, coded and used to further inform quantitative findings. The findings of this study supported the recommendations made by science reformists that the best method of science instruction was a constructivist method. This study also found that participant comments favored constructivist taught classes. The implications for social change at the local level included potential increases in student achievement in science and possibly increased understanding that can facilitate similar changes at other schools. From a global perspective, constructivist-oriented methods might result in students becoming more interested in majoring in science at the college level and in becoming part of a scientifically literate work force.
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773 0 $t Dissertation Abstracts International $g 71-06A.
790 1 0 $a McClure, Robert, $e advisor
790 1 0 $a Pearce, Carole, $e advisor
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790 1 0 $a Hunt, Karen $e committee member
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