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Field experience in science for fifth grade students--a mixed methods study of learning environments

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dc.contributor.authorPatterson, Barbara E., author
dc.contributor.authorGloeckner, Gene W., advisor
dc.contributor.authorKennedy, Paul A., advisor
dc.date.accessioned2024-03-13T20:12:29Z
dc.date.available2024-03-13T20:12:29Z
dc.date.issued2009
dc.description.abstractThe purpose of this research is to compare students' perceptions of the learning environment in a traditional science classroom and a field study classroom. This mixed methods study used a sequential explanatory design. Phase one was the quantitative phase using two survey tools. A modified version of the "What is happening in this Classroom Survey" (WIHIC) (Fraser et al., 1996) and the "Test of Science Related Attitudes" (TOSRA) (Fraser, 1982) was administered to 60 fifth grade students from one school. Data was then disaggregated by socioeconomic class and ethnicity. Results from Phase one showed that students prefer the classroom for investigation and prefer the field environment for enjoyment of science. Differences in ethnicity and class were small but Hispanic students prefer the field for investigation and equity. Students that are low socio-economic class rank cooperation in the field higher than the classroom and students that do not qualify for free or reduced lunch prefer the field environment for enjoyment of science. Finally, there are strong correlations for the variables of cooperation, investigation, equity and enjoyment of science in both the classroom and the field environment. Questions raised from the analysis of the survey data were further explored through qualitative data collection methods in phase two. Student responses to three questions were coded using template analysis to provide answers to the "how and why" field experience effects students' attitudes toward science. Three themes emerged from the coding of the results. These results showed that students are physically engaged, develop a sense of place and learn skills in the field that reinforce concepts learned in the classroom. This information will help teachers in developing quality and meaningful experiences for all students. "Closing the gaps among minority groups while improving achievement of all students constitutes the dual goals of education in the nation" (Lee et al., 2004, p. 827) and the incorporation of field experience for science education can meet this goal.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierETDF_Patterson_2009_3400994.pdf
dc.identifier.urihttps://hdl.handle.net/10217/237902
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rights.licensePer the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users.
dc.subjectachievement gap
dc.subjectfield experience
dc.subjectfifth-grade
dc.subjectlearning environments
dc.subjectminorities
dc.subjectmixed methods
dc.subjectscience
dc.subjectscience education
dc.subjectfield study
dc.subjectelementary school students
dc.subjectlearning
dc.titleField experience in science for fifth grade students--a mixed methods study of learning environments
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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