Kathy Cabe Trundle

Fourth‐grade Elementary Students’ Conceptions of Standards‐based Lunar Concepts

Fourth‐grade students’ knowledge of observable moon phases and patterns of change, as well as conceptual understanding of the cause of moon phases, was investigated before and after special instruction. Pretest and post‐test data for 48 students were used to address the research question related to observable moon phases and patterns of change. Interviews were conducted with 10 students on a post‐only basis to provide data on understanding the cause of moon phases. The researchers used the constant comparative method to analyse data. Pretest results indicate these students had not met the expectations expressed in the U.S. Science Education Standards for lunar concepts. Post‐test results reveal a very positive performance on observable moon phases and patterns of change, as well as the cause of moon phases. Interpretation and implications of these findings are provided.

Impacts of Multi‐representational Instruction on High School Students’ Conceptual Understandings of the Particulate Nature of Matter

This quasi‐experimental study examined 42 high school introductory chemistry students’ conceptual understandings of the particulate nature of matter (PNM) before and immediately after instruction. Two groups of students, who were taught by the same teacher, received one of two possible instructional interventions: Reform‐Based Teaching (RBT) or Reform‐Based Teaching with Multiple Representations (RBTw/MR). The RBTw/MR instruction differed from the RBT instruction in terms of the frequency of using multiple representations (visual, textual, oral) in relationship to the macroscopic phenomenon and the likely actions occurring at the submicroscopic level. Qualitative research methods, including open‐ended questionnaires and interviews, were used to investigate and describe participants’ conceptual understandings of the PNM over time. The findings indicated that before instruction all participants held a range of alternative conceptions about the aspects of the PNM. Post‐instruction findings indicate that the RBTw/MR instruction was more efficacious in promoting a scientific understanding of the PNM than was the instruction without multiple representations.

Preservice Elementary Teachers’ Knowledge of Observable Moon Phases and Pattern of Change in Phases

The purpose of this study was to describe selected content knowledge held by 52 preservice elementary teachers about the observable phases of the moon and the monthly pattern of change in observable phases. Data were obtained from participants in a physics course before and after they received inquiry-based instruction designed to promote intentional learning of the cause of moon phases and the observable pattern of change in moon phases. Results indicated that, prior to instruction, most preservice teachers had major deficiencies in knowledge of observable moon phases and the pattern of monthly change in the phases. Fortunately, participants who completed the instruction were likely to show evidence of having addressed the deficiencies.

Young children's computer skills development from kindergarten to third grade

This investigation explores young childrens computer skills development from kindergarten to third grade using the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) dataset. The sample size of the study was 8642 children. Latent growth curve modeling analysis was used as an analytical tool to examine the development of childrens computer skills using LISREL software version 8.80. Results indicated, not surprisingly, that the availability of a computer at home and a high socio-economic status were statistically significant predictors of childrens baseline computer skills in kindergarten. The availability of computers in kindergarten, however, was a statistically significant predictor of the development of childrens computer skills from kindergarten to third grade. Although there was no difference between girls and boys in their baseline computer skills in kindergarten, the rate of development in computer skills was higher for girls than boys. Results suggest that the availability of an adequate level of computers in kindergarten classrooms can help close the initial gap in childrens computer skills due to socio-economic status and lack of computer access prior to entering school. Supplying kindergarten classrooms with adequate computers could positively contribute to childrens long-term development of computer skills.

Representations of the moon in children’s literature: An analysis of written and visual text

This review focused on the written and visual representation of the moon in 80 children’s books, including Caldecott Medal and Honor books over the past 20 years. Results revealed that many of these books misrepresent the moon and even reinforce misconceptions about lunar phases. Teachers who use children’s literature that misrepresents the moon may unwittingly promote or reinforce alternative conceptions. Thus, teachers, parents, and library media specialists should be aware of common misconceptions about the moon appearing in children’s literature. Such misconceptions may cause students to develop misunderstandings about scientific concepts. Examples of errors in children’s literature are discussed.

Conducting guided inquiry in science classes using authentic, archived, web-based data

Students are often unable to collect the real-time data necessary for conducting inquiry in science classrooms. Web-based, real-time data could, therefore, offer a promising tool for conducting scientific inquiries within classroom environments. This study used a quasi-experimental research design to investigate the effects of inquiry-based instruction coupled with archived online data. Ninety-six preservice teachers in a four-year elementary science teacher-training program participated in this study. The students were enrolled in three sections of the methods course, and these existing groups were randomly assigned to the treatment groups: traditional instruction, traditional instruction supported with a simulation, and inquiry-based instruction with archived online data. Data were collected with structured interviews and analyzed with the constant comparative method and one-way ANOVA. Before the instructional interventions, none of the participants had a scientific understanding of tides, and 15% of the participants had no conceptual understanding of tides at all. After instruction, 72% of the participants who received inquiry-based instruction with archived online data were categorized as having scientific conceptual understandings; 46% of participants who received traditional instruction supported with a simulation were categorized as having scientific conceptual understandings; and 43% of participants who received traditional instruction were categorized as having scientific conceptual understandings. Statistical analyses showed that the group receiving inquiry-based instruction with archived online data performed significantly better than the other two instructional groups. Inquiry-based instruction with archived online data can be used to effectively perform inquiry activities within science classes; it might be used at different grade levels to teach a variety of scientific content.

Preservice Early Childhood Teachers' Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model.

This study investigated the predictive ability of an intentional learning model in the change of preservice early childhood teachers’ conceptual understanding of lunar phases. Fifty-two preservice early childhood teachers who were enrolled in an early childhood science methods course participated in the study. Results indicated that the use of metacognitive strategies facilitated preservice early childhood teachers’ use of deep-level cognitive strategies, which in turn promoted conceptual change. Also, preservice early childhood teachers with high motivational beliefs were more likely to use cognitive and metacognitive strategies. Thus, they were more likely to engage in conceptual change. The results provided evidence that the hypothesized model of intentional learning has a high predictive ability in explaining the change in preservice early childhood teachers’ conceptual understandings from the pre to post-interviews. Implications for designing a science methods course for preservice early childhood teachers are provided.

Using internet technology to address national science and teacher education standards

Abstract In order to address national standards for educational technology, science teaching and science teacher preparation (including diversity standards), preservice teachers instruct children from around the world via the Internet in the MOON (More Observations of Nature) Project. First, children in the fourth to eighth grade and preservice teachers independently observe the moon for 10 weeks. Then for 6 weeks in Blackboard CourseInfo, discussion groups composed of one preservice teacher plus 8–10 children report observations and seek patterns in their data. This article describes how the MOON Project has been carried out for five semesters and how modifications have been made in response to each semesters experience.

Development of the Efficacy Beliefs for Conceptual Change Learning Questionnaire

The purpose of this study was to develop an instrument to assess college students’ efficacy beliefs for conceptual change and to examine the psychometric properties of the instrument. Participants were 692 students. Results of the confirmatory factor analysis supported the hypothesized single factor structure of Efficacy Beliefs for Conceptual Change Learning Questionnaire providing evidence for the construct validity. Evidence for concurrent validity also is provided. On the basis of the evidence provided in this study, the questionnaire appears to produce valid and reliable scores for college students. With the use of the questionnaire, conceptual change researchers might be able to better assess the relationship between students’ efficacy beliefs and the change in their conceptual understandings of various science concepts.

Okul Öncesi Öğretmen Adaylarının Bilimsel Kavramların İçselleştirmesinde Grafikleri Zihin Aracı Olarak Kullanmaları

Bu calisma okul oncesi ogretmen adaylarinin topladiklari verileri anlamada bir zihin araci olarak grafikleri nasil kullandiklarini ve grafik kullaniminin ogretmen adaylarinin bilimsel kavramlari icsellestirmesini nasil kolaylastirdigini incelemeyi amaclamaktadir. Yirmi alti okul oncesi ogretmen adayi calismaya katilmistir. Arastirma verileri katilimci gozlem teknigi ile toplanmistir. Gozlemler ve gozlem esnasinda sinifta ogrenciler arasinda meydana gelen konusmalar alan notlari biciminde kaydedilmistir. Bu calisma verilerin analizi ve yorumlanmasinda Vygotsky’nin sosyo-kulturel kuramini temel almistir. Sonuclar grafik kullaniminin bilissel yuku azaltarak ve oruntu tanilama ve oruntuden sonuc cikarma gibi yuksek duzey zihinsel fonksiyonlarin islemesini saglayarak okul oncesi ogretmen adaylarinin hedeflenen bilimsel kavramlari anlamalarini kolaylastirdigini gostermistir.