東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Does inquiry-based social studies in...

Woodall, Sharon Ruth.

FindBook

Google Book

Amazon

博客來

Does inquiry-based social studies instruction make a difference for fifth- and sixth-grade students: A study of affect, critical thinking, and reading comprehension.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Does inquiry-based social studies instruction make a difference for fifth- and sixth-grade students: A study of affect, critical thinking, and reading comprehension./
作者:	Woodall, Sharon Ruth.
面頁冊數:	204 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2786.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3103564

Does inquiry-based social studies instruction make a difference for fifth- and sixth-grade students: A study of affect, critical thinking, and reading comprehension.
Woodall, Sharon Ruth.

Does inquiry-based social studies instruction make a difference for fifth- and sixth-grade students: A study of affect, critical thinking, and reading comprehension. - 204 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2786.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2003.

The purpose of this study was to determine the relationship of instructional approach to the development of critical thinking, reading comprehension, and learner affect. This study employed quantitative and qualitative methods to investigate two Fifth grade classes at a suburban school in Texas, and two Sixth grade classes from a rural school in Texas. The experimental group received social studies instruction using an inquiry approach. The control group received social studies instruction using a traditional textbook approach. All students were given the Test for Inquiry in Social Studies (TISS) and the Texas Assessment of Academic Skills (TAAS) as pre- and posttests. Classrooms were observed and small group interviews were conducted. The quantitative data were analyzed using an Analysis of Variance (ANOVA) to identify similarities and differences between and within the groups. The qualitative data were analyzed using constant-comparison to generate Themes and Categories.Subjects--Topical Terms:

516171
Education, Elementary.

Does inquiry-based social studies instruction make a difference for fifth- and sixth-grade students: A study of affect, critical thinking, and reading comprehension.
LDR:03830nmm 2200313 4500 001 1857788
005 20040819072617.5
008 130614s2003 eng d
035 $a (UnM)AAI3103564
035 $a AAI3103564
040 $a UnM $c UnM
100 1 $a Woodall, Sharon Ruth. $3 1945500
245 1 0 $a Does inquiry-based social studies instruction make a difference for fifth- and sixth-grade students: A study of affect, critical thinking, and reading comprehension.
300 $a 204 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2786.
500 $a Adviser: Wayne M. Linek.
502 $a Thesis (Ed.D.)--Texas A&M University - Commerce, 2003.
520 $a The purpose of this study was to determine the relationship of instructional approach to the development of critical thinking, reading comprehension, and learner affect. This study employed quantitative and qualitative methods to investigate two Fifth grade classes at a suburban school in Texas, and two Sixth grade classes from a rural school in Texas. The experimental group received social studies instruction using an inquiry approach. The control group received social studies instruction using a traditional textbook approach. All students were given the Test for Inquiry in Social Studies (TISS) and the Texas Assessment of Academic Skills (TAAS) as pre- and posttests. Classrooms were observed and small group interviews were conducted. The quantitative data were analyzed using an Analysis of Variance (ANOVA) to identify similarities and differences between and within the groups. The qualitative data were analyzed using constant-comparison to generate Themes and Categories.
520 $a The results of the One-way ANOVA found a significant difference between the groups on TAAS 2001 and TAAS 2002. The control group demonstrated the most growth between 2001 and 2002 on the TAAS, however the experimental group started with higher scores and demonstrated moderate growth on the TAAS 2002 test. Analysis of the subcategories of the TAAS Reading test revealed that the control group had larger gains and losses in the subsections of the test, while the gains and losses of the experimental group were moderate.
520 $a The results of the One-way ANOVA found a significant difference between the groups on the TISS-A and the TISS-B. The mean score of the control group remained virtually the same, while the mean score of the experimental group demonstrated a loss of points between the pre- and posttest.
520 $a The qualitative data were analyzed using Themes and Categories. The Themes were: Affect, Interaction, Skills, Performance, Knowledge, and Response. Examples of the Categories within each theme were found in the interviews and observations. Frequencies were used to determine classroom trends for each Theme. The control group demonstrated high frequencies of frustrated affect, negative interactions, competent skills, misdirected or apathetic performance, basic-recall knowledge, and vague or confused responses. By comparison, the experimental group demonstrated higher frequencies of confident or comfortable affect, purposeful interactions, strategic skills, self-monitoring and efficient performances, comprehension and metacognition, and assisting responses. Differences between the two groups demonstrated the impact of instructional approach not only on classroom affect but also on the development of strategic and creative thought, and the students' ability to understand and analyze their own work.
590 $a School code: 1287.
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Social Sciences. $3 1019148
690 $a 0524
690 $a 0727
690 $a 0534
710 2 0 $a Texas A&M University - Commerce. $3 1022729
773 0 $t Dissertation Abstracts International $g 64-08A.
790 1 0 $a Linek, Wayne M., $e advisor
790 $a 1287
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3103564