Enhancing Science Education Instruction: A Mixed-Methods Study on University and Middle School Collaborations

• Main Author: Owen-Stone, Deborah S
• Format: Dissertation
• Language: English
• Published: ProQuest LLC 2012; ProQuest Dissertations & Theses
• Subjects: Barriers; College School Cooperation; Cooperation; Correlation; Educational leadership; Educational Theories; Inquiry; Likert Scales; Middle School education; Middle School Students; Mixed Methods Research; Science Education; Science Process Skills; Science Teachers; Scientific Literacy; Scientists; Scores; Semi Structured Interviews; Standardized Tests; State Standards; Surveys; Teaching Methods
• ISBN: 9781267999023; 1267999020

The purpose of this concurrent mixed methods study was to examine the collaborative relationship between scientists and science teachers and to incorporate and advocate scientific literacy based on past and current educational theories such as inquiry based teaching. The scope of this study included archived student standardized test scores, semi-structured interviews, and a Likert scale survey to include open-ended comments. The methodology was based on the guiding research question: To what extent and in what ways does the collaboration and inquiry methodology, with GTF and PT teams, serve toward contributing to a more comprehensive and nuanced understanding of this predicting relationship between student PASS scores, inquiry skills, and increased scientific literacy for GTF's, PT's, and students via an integrative mixed methods analysis? The data analysis considerations were derived from the qualitative data collected from the three GTF/PT teams by the use of recorded interviews and text answered survey comments. The quantitative data of archived student Palmetto Assessment of State Standards (PASS) scores on scientific literacy and inquiry tests and the Likert-scale portion of the survey were support data to the aforementioned qualitative data findings. Limitations of the study were (1) the population of only the GK-12 teachers and their students versus the inclusion of participants that did not experience the GK-12 Fellow partnerships within their classrooms, should they be considered as participants, (2) involved the researcher as a participant for two years of the program and objectivity remained through interpretation and well documented personal reflections and experiences to inform accuracy, and (3) cultural diversity contributed to the relationship formed between the research Fellow and science educator and communication and scientific language did form a barrier between the Fellow, educator, and student rapport within the classroom. This study's contribution benefits science education, scientists, university science education, and future collaborations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]