THE EFFECTS OF MODELING INSTRUCTION ON STUDENT LEARNING OF A NEWTONIAN FORCE CONCEPT

This study explores the effects of modeling instruction on student learning in physics. Multiple representations grounded in physical contexts were employed by students to analyze the results of inquiry lab investigations. Class whiteboard discussions geared toward a class consensus following Socratic dialogue were implemented throughout the modeling cycle. Lab investigations designed to address student preconceptions related to Newton’s Third Law were implemented. Student achievement was measured based on normalized gains on the Force Concept Inventory. Normalized FCI gains achieved by students in this study were comparable to those achieved by students of other novice modelers. Physics students who had taken a modeling Intro to Physics course scored significantly higher on the FCI posttest than those who had not. The FCI results also provided insight into deeply rooted student preconceptions related to Newton’s Third Law. Implications for instruction and the design of lab investigations related to Newton’s Third Law are discussed.

MITEP: REFLECTIVE JOURNEY

This research looks at the use of the Interactive Student Notebook (ISN) in the math classroom and the impact on student achievement as part of the MiTEP program. A reflective critical analysis of the MiTEP program discusses impact on teacher pedagogy, leadership, and connections to people and resources. The purpose of the study stemmed from the lack of student retention, poor organizational skills, and the students’ inability to demonstrate college readiness skills such as how to study, completing homework, and thinking independently. Motivation also stemmed from teacher frustration. The research was conducted at Linden Grove Middle School in Kalamazoo Michigan in a strategic math class. Twenty-two sixth graders, thirty-two seventh graders, and forty eighth graders were part of the study.Students were given the Strategic Math Inventory (SMI) test in week 1 of the class and again at the end of a 12 week marking period. Students participated in an attitude survey to record their feelings about the use of the ISN in the strategic math classroom. The data compared the control group (the previous year’s [2012-2013] growth data) to the experimental group, the current year’s (2013-2014) growth data. Both groups were statistically similar in that the mean average was about a 4th grade level equivalency and the groups had similar numbers of grade level students. The significant findings were in the amount of growth made using the ISN. The control group started with a mean average of 586.6 and ended with a mean average of 697.1, making about one year’s growth from a 4th to a 5th grade level equivalency. The experimental group started with a mean average of 585.2 and ended with a mean average of 744.2, making about two years growth from a 4th to a 6th grade level equivalency. This is double the growth of the control group. The Cohen’s test resulted in a score of 0.311 which describes that the teaching method, the use of the ISN in the math classroom had a medium impact on student growth.

Improving sixth grade student knowledge of ecology using fish rearing and release as a real-world context

This research project measured the effects of real-world content in a science classroom by determining change (deep knowledge of life science content, including ecosystems from MDE – Grade Level Content Expectations) in a subset of students (6th Grade Science) that may result from the addition of curriculum (real-world content of rearing trout in the classroom). Data showed large gains from the pre-test to post-test in students from both the experimental and control groups. The ecology unit with the implementation of real-world content [trout] was even more successful, and improved students’ deep knowledge of ecosystem content from Michigan’s Department of Education Grade Level Content Expectations. The gains by the experimental group on the constructed response section of the test, which included higher cognitive level items, were significant. Clinical interviews after the post-test confirmed increases in deep knowledge of ecosystem concepts in the experimental group, by revealing that a sample of experimental group students had a better grasp of important ecology concepts as compared to a sample of control group students.