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Biology, literacy, and the African A...

Reese, Keturah.

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Biology, literacy, and the African American voice: A case study of meaningful learning in the biology classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Biology, literacy, and the African American voice: A case study of meaningful learning in the biology classroom./
作者:	Reese, Keturah.
面頁冊數:	172 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3662761
ISBN:	9781321707465

Biology, literacy, and the African American voice: A case study of meaningful learning in the biology classroom.
Reese, Keturah.

Biology, literacy, and the African American voice: A case study of meaningful learning in the biology classroom. - 172 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Mercer University, 2015.

This item must not be sold to any third party vendors.

Under the direction of Sharon Murphy Augustine, Ph.D./Ph.D Curriculum and Instruction There was a substantial performance gap among African Americans and other ethnic groups. Additionally, African American students in a Title I school were at a significantly high risk of not meeting or exceeding on performance tests in science. Past reports have shown average gains in some subject areas, and declines in others (NCES, 2011; GADOE, 2012). Current instructional strategies and the lack of literacy within the biology classroom created a problem for African American high school students on national and state assessments. The purpose of this study was to examine the perceptions of African American students and teachers in the context of literacy and biology through the incorporation of an interactive notebook and other literacy strategies. The data was collected three ways: field notes for a two week observation period within the biology classroom, student and teacher interviews, and student work samples. During the observations, student work collection, and interviews, I looked for the following codes: active learning, constructive learning, collaborative learning, authentic learning, and intentional learning. In the process of coding for the pre-determined codes, three more codes emerged. The three codes that emerged were organization, studying/student ownership, and student teacher relationships. Students and teachers both solidified the notion that literacy and biology worked well together. The implemented literacy strategies were something that both teachers and students appreciated in their learning of biology. Overall students and teachers perceived that the interactive notebook along Cornell notes, Thinking maps, close reads, writing, lab experiments, and group work created meaningful learning experiences within the biology classroom.

ISBN: 9781321707465Subjects--Topical Terms:

1017897
Education, Sciences.

Biology, literacy, and the African American voice: A case study of meaningful learning in the biology classroom.
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520 $a Under the direction of Sharon Murphy Augustine, Ph.D./Ph.D Curriculum and Instruction There was a substantial performance gap among African Americans and other ethnic groups. Additionally, African American students in a Title I school were at a significantly high risk of not meeting or exceeding on performance tests in science. Past reports have shown average gains in some subject areas, and declines in others (NCES, 2011; GADOE, 2012). Current instructional strategies and the lack of literacy within the biology classroom created a problem for African American high school students on national and state assessments. The purpose of this study was to examine the perceptions of African American students and teachers in the context of literacy and biology through the incorporation of an interactive notebook and other literacy strategies. The data was collected three ways: field notes for a two week observation period within the biology classroom, student and teacher interviews, and student work samples. During the observations, student work collection, and interviews, I looked for the following codes: active learning, constructive learning, collaborative learning, authentic learning, and intentional learning. In the process of coding for the pre-determined codes, three more codes emerged. The three codes that emerged were organization, studying/student ownership, and student teacher relationships. Students and teachers both solidified the notion that literacy and biology worked well together. The implemented literacy strategies were something that both teachers and students appreciated in their learning of biology. Overall students and teachers perceived that the interactive notebook along Cornell notes, Thinking maps, close reads, writing, lab experiments, and group work created meaningful learning experiences within the biology classroom.
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