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How do middle school students learn ...

Bianchini, Julie Ann.

How do middle school students learn science in small groups? An analysis of scientific knowledge and social process construction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	How do middle school students learn science in small groups? An analysis of scientific knowledge and social process construction.
Author:	Bianchini, Julie Ann.
Description:	230 p.
Notes:	Adviser: Mary Budd Rowe.
Notes:	Source: Dissertation Abstracts International, Volume: 56-10, Section: A, page: 3899.
Contained By:	Dissertation Abstracts International56-10A.
Subject:	Education, Sciences.
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9602839

How do middle school students learn science in small groups? An analysis of scientific knowledge and social process construction.
Bianchini, Julie Ann.

How do middle school students learn science in small groups? An analysis of scientific knowledge and social process construction. [electronic resource] - 230 p.

Adviser: Mary Budd Rowe.

Thesis (Ph.D.)--Stanford University, 1995.

Eighty sixth grade students and one life science teacher participated in this study. These students attended an ethnically diverse, untracked, urban middle school. They learned science using an innovative groupwork strategy, Complex Instruction, and curriculum, Human Biology. To collect data, I employed an array of methods: quantitative observation instruments, classroom observations, audio and video tapes of selected groups, student interviews, and paper-and-pencil unit tests.Subjects--Topical Terms:

226882
Education, Sciences.

How do middle school students learn science in small groups? An analysis of scientific knowledge and social process construction.
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100 0 $a Bianchini, Julie Ann. $3 226896
245 1 0 $a How do middle school students learn science in small groups? An analysis of scientific knowledge and social process construction. $h [electronic resource]
300 $a 230 p.
500 $a Adviser: Mary Budd Rowe.
500 $a Source: Dissertation Abstracts International, Volume: 56-10, Section: A, page: 3899.
502 $a Thesis (Ph.D.)--Stanford University, 1995.
520 # $a Eighty sixth grade students and one life science teacher participated in this study. These students attended an ethnically diverse, untracked, urban middle school. They learned science using an innovative groupwork strategy, Complex Instruction, and curriculum, Human Biology. To collect data, I employed an array of methods: quantitative observation instruments, classroom observations, audio and video tapes of selected groups, student interviews, and paper-and-pencil unit tests.
520 # $a Groupwork has been offered as one way to meet the challenges of excellence and equity in science education. The purpose of this dissertation study is to investigate how student-student and teacher-student interaction in groups shapes student understanding of science. Specifically, I explore three questions: What do students say and do in groups? Are some students denied access to their groups' discourse? Is students' participation during groupwork related to their learning of science?
520 # $a In sum, this study provides one case of groupwork: it highlights groupwork's strengths and possible limitations, as well as offers suggestions for its refinement and improvement. To become skilled in discussing and negotiating scientific ideas, for example, students need assistance in integrating reflection and action, in following guidelines for productive groupwork, and in understanding how to talk and do science. Similarly, to help eliminate differences in participation and achievement, students need additional instruction in carrying out procedural roles and groupwork norms.
520 # $a Qualitative analysis of students working in groups and of student interviews provides insight into four aspects of groupwork: student construction of scientific knowledge, student negotiation of social processes, the teacher's role, and the design and implementation of group tasks. I found, for example, that students did not construct substantial amounts of scientific knowledge. Rather than discuss and negotiate scientific concepts or processes, they debated matters of procedure.
520 # $a Quantitative analyses of student participation during groupwork and student performance on unit tests show the rate of individual on-task talk in groups to be a significant, positive predictor of posttest score. Moreover, rate of talk and unit test scores were found to differ significantly along lines of status and ethnicity; there were no significant differences by gender.
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650 # 0 $a Education, Sciences. $3 226882
650 # 0 $a Education, Secondary. $3 212764
650 # 0 $a Education, Curriculum and Instruction. $3 212635
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773 0 # $g 56-10A. $t Dissertation Abstracts International
790 $a 0212
790 1 0 $a Rowe, Mary Budd, $e advisor
791 $a Ph.D.
792 $a 1995
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