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Dissertations / Theses on the topic 'Middle school science teaching'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Star, Rachel Padma. "Constructivist teaching practices middle and secondary school science teachers /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1123797028.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.<br>Title from electronic thesis title page (viewed Mar. 23, 2006). Includes abstract. Keywords: Constructivist Teaching Practices; Science Teachers. Includes bibliographical references.

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STAR, RACHEL PADMA. "CONSTRUCTIVIST TEACHING PRACTICES: MIDDLE AND SECONDARY SCHOOL SCIENCE TEACHERS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123797028.

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3

Martin, Scott Graham. "Mind mapping in the middle school science classroom." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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4

Santamaria, Makang Doris. "Analysis of an inquiry-oriented inservice program in affecting science teaching practices." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33553.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This study was an examination of how science teachers' teaching abilities- content and pedagogical knowledge and skills- were affected by an inquiry-oriented science education professional development program

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Crayne, Jennifer. "Teaching Climate Change: Pressures and Practice in the Middle School Science Classroom." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19302.

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What are middle school science teachers teaching their students about climate change? And why? This qualitative study examined the experience of middle school science teachers from western Oregon, finding that while participating teachers accept the science of climate change and express concern about it, many teachers are reluctant to make the topic a priority in their classrooms. When they do include the subject, teachers frequently address “both sides.” They also report that students have persistent doubts and misconceptions about climate change. What accounts for these trends? I argue that

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6

Pontius, Richard W. "The influence of preservice background on teaching behaviors of middle school science teachers /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885777102.

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7

Nixon, Ryan. "Explicitly Teaching Multiple Modes of Representation in Science Discourse: The Impact on Middle School Science Student Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3582.

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The purpose of this study was to determine the effect of explicitly teaching multiple modes of representation (MMR) on middle school students' understanding of science content and their use of MMR on a science unit test. Participants in this quasi-experimental study were seventh- and eighth-grade students enrolled in science courses taught by three different middle school science teachers. Half of the students received explicit instruction in MMR in addition to their regular science instruction; the other half received only regular science instruction. Ordinary least squares multiple regressio

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Werner, Alyssa G. "How Female-oriented Teaching Strategies Impact the Attitude of Middle School Female Science Students." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10744452.

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<p> This dissertation investigated if the implementation of six different female-oriented teaching strategies had an effect on the attitude of middle school female science students. Female-oriented teaching strategies included single-sex groupings, student-teacher interactions, introduction of female role models, guided-inquiry teaching pedagogy, demonstration of real world relevance of science, and the implementation of more technology into science lessons.</p><p> Quantitative data was collected by an initial and final administration of an attitude survey. The survey consisted of 48 Likert-

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Hogan, Marsha Ranata. "Differentiated Instruction in a Standards-Based Middle School Science Classroom." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/33.

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Middle schools in Georgia and all over the United States face unique obstacles for enhancing the academic accomplishment of an increasingly diverse group of learners. Under pressure to implement innovative research-based teaching practices to overcome these challenges, many schools and teachers adopt differentiated instruction (DI), a teaching approach designed to accommodate different learning styles and levels of ability. This study was grounded in Howard Gardner's multiple intelligences and Lev Vygotsky's zone of proximal development (ZPD) theory. The research questions investigated in this

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10

Owen, Walter Lee. "A new model of evolution education for middle school science." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2999.

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Proposes a new model for teaching inquiry and critical thinking in the middle school science classroom. This model will assist students in learning the evidence for evolution for themselves, as well as assisting them in developing skills in critical thinking and inquiry. The objective of this model is to create a more scientifically literate student body who can go on to pursue an even greater understanding of the nature of science.

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Ahearn, Mary Catherine, Kathleen Ryan Been, and Paula Reynolds. "Integrating the new California State Science Standards with successful middle school curriculum methodologies." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1942.

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Suntree, Lorie Susan. "Integrated agriscience and career awareness curriculum for elementary and middle school utilizing school gardens." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2070.

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Agriculture is a one billion dollar industry in the state of California, yet science and agriculture are overlooked in elementary and middle schools. Instead, an emphasis is placed on writing, reading, and math, subjects that are tested at the state level. As a result, fourth and eighth graders in California placed 38th out of 41 in a National Science Assessment Test. In the spring of 2003, science will be included in the statewide test; therefore, elementary and middle school will have to address the subject of science and its impact on the school day. In 2002 the California State Board of Ed

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Strand, Jo Lynn. "Perceptions of middle school mathematics, school science, and technology education teachers regarding selected aspects of interdisciplinary teaming." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-02032004-161559/.

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14

Harp, Amy. "Eighth Grade Science Teacher Quality Variables and Student Achievement." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33159/.

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While No Child Left Behind ushered in the age of the "highly qualified" teacher, accountability focus has been shifted to the "highly effective" teacher, defined as teacher impact on student achievement. The Science Texas Assessment of Knowledge and Skills (TAKS) is used to judge the adequate yearly progress of students in Texas public schools. Therefore, the purpose of this study was to examine the relationship of teacher factors (i.e., ethnicity, gender, teaching experience, university selectivity, certification route, National Center for Education Statistics Locale/Code, number of science c

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15

Sills, Blake. "Assessing Effects of an Environmental Education Field Science Program Fostering Responsibility at an Urban Middle School." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc277772/.

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The study investigated the ability of an extracurricular program to influence environmental responsibility of sixth and seventh graders. The Children's Environmental Attitude and Knowledge Survey (CHEAKS) was evaluated for appropriateness in assessing the worth of this particular environmental education strategy emphasizing water quality fieldwork and technology. CHEAKS is designed with psychometric reliability and validity that may be used in comparing disparate programs. Wilcoxon two sample tests were used to analyze data gathered from two student groups;

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16

Abdella, Ali Suleman. "Lesson study as a support strategy for teacher development : a case study of middle school science teachers in Eritrea." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97776.

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Thesis (PhD)--Stellenbosch University, 2015.<br>Contains one part in Tigrigna.<br>ENGLISH ABSTRACT: Against the background of education reforms, this study was conducted to determine what can be learnt from using lesson study as professional development strategy in Eritrea. The core problem discussed in the study is that the instigators of successive education reforms in Eritrea expected teachers to shift their teaching from more teacher focused to student-centred approaches with little or no support provided to them. This implies that teachers in Eritrean need effective and sustainable suppor

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Williams, Theresa D. "High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2277.

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In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interview

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Bryant, Dean Rochelle. "Middle School Teachers' Perceptions of Instructional Coaching." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6531.

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Instructional coaching, a multifaceted form of job-embedded professional development in education, is widely spreading across the United States as a means of improving staff performance and student learning. The problem was that there was a decrease in 8th grade student achievement in mathematics in this school district. The purpose of the intrinsic qualitative case study was to examine the perceptions and experiences of middle school math teachers about the role of instructional coaches in supporting math instruction. Maslow's hierarchy of needs and Knowles' andragogy adult learning theories

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NDURYA, RUDOLPH. "Vilka metoder kan NO-lärare använda i sin undervisning för att motivera elever i årskurs 4 – 6? : En litteraturstudie om NO-lärares metoder för att motivera elever i årskurs 4 – 6." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40031.

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Denna studie har för syfte att genom litteraturstudie belysa vilka metoder NO-lärare använder för att motivera elever och öka intresse för ämnet i skolan. En viktig del av elevernas motivation och lust att delta i undervisningen är direkt kopplat till de undervisningsmetoder lärare använder. Lärares sätt att undervisa påverka elevernas motivation och kunskapsutveckling. Syftet med litteraturstudie är att utifrån ett naturvetenskapligt didaktiskt perspektiv undersöka hur NO-lärare kan motivera elever i sin undervisning samt öka vederbörandes intresse för ämnet. Resultatet visar att det är möjli

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Lai, Paul F. "Civics English| Integrating Civics in Middle School English Language Arts Teaching." Thesis, University of California, Berkeley, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930491.

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<p> English Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Gutiérrez & Vossoughi, 2010) examines the intersection of language and literacy learning and youth civic engagement, a problem space I call “Civics English.” In this dissertation, I describe and analyze the experimentation and inquiry process of a Professional Learning Community of English teachers in a diverse middle school as they integrated civic learning and action into their English teaching practices. The dissertation e

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Krome, Elizabeth Ann. "The effects of cooperative learning on student attitude and achievement in a Middle School science classroom." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2608.

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Delaney, Alice. "Better Teaching Model? Middle School Science Classroom Using the 4MAT Instructional Strategy vs. Lessons Created Without this Model." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3259/.

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The problem investigated was the need for effective and efficient learning for middle school science students to meet expectations set in Goals 2000. The use of the 4MAT Instructional Method was investigated as a possible method for attainment of current science standards. The study included one middle school science instructor's classes with 89 participating students. Measurements were taken and comparisons drawn using three assessment methods to determine if improved academic achievement and attitude scores resulted. Data analysis yielded no significant conclusion in either academic achievem

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Patterson, Rudolph Albert. "Using hot air balloons to boost middle school students' understanding of the mole concept." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1376.

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Robertson, Laura, Pamela Cromie, and Mahua Chakraborty. "Scientific Practice: Data Analysis by Middle School and High School Students." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/773.

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25

Holveck, Susan, and Susan Holveck. "Teaching for Conceptual Change in a Density Unit Taught to 7th Graders: Comparing Two Teaching Methodologies - Scientific Inquiry and a Traditional Approach." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12414.

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This mixed methods study was designed to compare the effect of using an inquiry teaching methodology and a more traditional teaching methodology on the learning gains of students who were taught a five-week conceptual change unit on density.

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Kennedy, Kathy. "Implementing Elementary School Next Generation Science Standards." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3616.

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Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The purpose of this basic qualitative interview study was to explore the research questions related to perceived learning needs of 8 elementary science teachers and 5 of their administrators serving as instructional leaders. Strategies needed for professional

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Basham, Jennifer Elizabeth. "The Effects of an Overnight Environmental Science Education Program on Students' Attendance Rate Change for Middle School Years." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2730.

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Programs that engage middle students in participatory, real-world, and hands-on field based instruction can be a powerful asset to the educational experiences for students; motivating and inspiring some to appreciate and value school in a different way. Overnight environmental science programs have a unique opportunity to support students by creating experiences where students can participate in learning in vastly different ways from what they may engage with in the traditional 4-walled classroom, while concurrently developing a relationship with the natural world. Decreasing educational budge

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Robertson, Laura, Mahua Chakraborty, and Pamela J. Cromie. "Thinking Like a Scientist: Data Analysis in Middle and High School." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/779.

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Lanier, Marilyn. "Investigating Strategies for Enhancing Achievement of Urban African American Students in Middle School Science Classrooms." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37606.

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This dissertation interprets a qualitative study designed to investigate the pedagogical practices of experienced science teachers who, through their teaching practices, promote learning and achievement of urban African American middle school students between the ages 10-13 years. Based upon the theoretical frameworks of the theory of third space and culturally-responsive pedagogy, this study targeted the pedagogical practices that connected home-to-school experiences. The study sample consisted of 17 students, 2 experienced science teachers, and 1 principal from the same urban middle schoo

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McLelland-Crawley, Rebecca. "Program evaluation of a high school science professional learning community." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1121.

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Teachers may benefit more from a professional learning community (PLC) than from professional development initiatives presented in single day workshops. The purpose of this program evaluation study was to identify characteristics of an effective PLC and to determine how the members of the PLC have benefitted from the program. Fullan's educational change theory provided the framework for the study, which refers to learning experiences of teachers when collaborating with peers. The sample consisted of 9 biology teachers during the 2012-2013 school year. Data were collected through online surveys

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Nivens, Ryan Andrew. "Constructivist Ways to Teach Middle School Math Teachers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/234.

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Bartlo, Joanna Rachel. "Why Ask Why: An Exploration of the Role of Proof in the Mathematics Classroom." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1075.

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Although proof has long been viewed as a cornerstone of mathematical activity, incorporating the mathematical practice of proving into classrooms is not a simple matter. In this dissertation I aim to advance research on proof by addressing this issue. In particular, I explore the role proof might play in promoting the learning of mathematics in the classroom. I do this in a series of three articles (organized as three chapters), which are preceded by an introductory chapter. The introductory chapter situates the remaining chapters in the context of mathematics education research. In the second

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Waner, Lisa Marie. "An integrated, thematic, literature-based unit for middle school." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/876.

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Vaughn, Christy H. "Middle School Mathematics Students' Perspectives on the Study of Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/980.

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This qualitative study addressed the perceptions toward the study of mathematics by middle school students who had formerly been in a remedial mathematics program. The purpose of the study was to explore the past experiences of nine students in order to determine what is needed for them to feel successful in mathematics. The conceptual framework of the study was grounded in philosophies of motivation, including achievement goal theory, self-worth theory, self-efficacy theory, expectancy-value theory, and attribution theory. The study used a phenomenological research design to answer the key

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Smith, Reid J. "Alignment of intended learning outcomes, curriculum and assessment in a middle school science program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/489.

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This study focused on the intended learning outcomes, curriculum and assessment in the science curriculum offered at a regional independent Middle School in the state of Victoria, Australia. In-school assessment has indicated that the current science curriculum of this Middle School may not develop students' skills in scientific literacy as effectively as intended. One hypothesis to explain this deficit is that there is a misalignment of intended outcomes, curriculum materials and assessment. This study aimed to determine the extent to which the intended curriculum and assessment in this Victo

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Tambyah, Mallihai M. "Middle school social sciences : exploring teachers’ conceptions of essential knowledge." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/51000/1/Mallihai_Tambyah_Thesis.pdf.

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This study examines teachers’ conceptions of essential knowledge in the humanities and social sciences, commonly referred to as "social education", in the middle years of schooling. Social education has long been a highly contested area of the curriculum in Australia. In Queensland, social education comprises the integrated learning area of Studies of Society and Environment (SOSE). However, the new Australian Curriculum marks a return to discipline-based study of history and geography. This phenomenographic study addresses a perceived lack of understanding in the current research literature i

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Stansell, Alicia. "Transmedia STEM Intervention Book in Middle School for Educational Change." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849609/.

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The world is becoming a global place in which science, technology, engineering and mathematics hold a key to a successful future. To help secure this future it is important to engage students early with relevant curriculum that sparks interest and success in STEM fields. However, education reform occurs slowly, so this paper looked at a potential paradigm that can help to bring about change in a middle school environment that harnesses the long standing strengths of learning and education with the integration of technology to create changes in the pedagogy of learners and teachers. The study i

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Norman, Lashaunda Renea. "What is taking place in science classrooms?: a case study analysis of teaching and learning in seventh-grade science of one Alabama school and its impact on African American student learning." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/16907.

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Doctor of Philosophy<br>Department of Curriculum and Instruction<br>Kay Ann Taylor<br>This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African America

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Schlobohm, Trisha Leigh. "Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2749.

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Outdoor School is a cherished educational tradition in the Portland, OR region. This program's success is attributed to its presumed ability to positively impact affective and cognitive student outcomes. Residential programs such as Outdoor School are considered to be an important supplement to the classroom model of learning because they offer an authentic, contextually rich learning environment. References to relevant literature support the idea that student gains in affective and cognitive domains occur as a result of the multi-sensory, enjoyable, hands-on nature of outdoor learning. The sa

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Warne, Chelsea L. "THE TEAMING EFFECT: A THESIS STUDY OF THE INFLUENCES OF MIDDLE SCHOOL TEAMS ON CONTENT READING IN THE SCIENCE CLASSROOM." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143468747.

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Scoggins, C. "Professional development in elementary school mathematics." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/817.

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This study was an investigation of mathematics instruction and professional development at a rural elementary school. The Department of Education in a southern U.S. state implemented a new curriculum in 2007 that required major changes in mathematics instruction. The problems were that teachers engaged in different levels of training and many students experienced a decline in mathematics scores on the Criterion-Referenced Competency Test (CRCT). The historical learning theories of Piaget and Vygotsky framed the study. The guiding questions focused on how to improve mathematics instruction thro

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DeLeon, Adam James. "A curriculum of non-routine problems in the middle school." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2592.

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This project is a study to determine if a group of middle school students can improve their problem solving ability by means of curriculum of nonroutine problems that was presented over a six month period.

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Gardner, Elizabeth Claire. "Engineering a Healthier Watershed: Middle School Students Use Engineering Design to Lessen the Impact of Their Campus' Impervious Surfaces on Their Local Watershed." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2634.

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It is important that students understand not only how their local watershed functions, but also how it is being impacted by impervious surfaces. Additionally, students need experience exploring the scientific and engineering practices that are necessary for a strong STEM background. With this knowledge students can be empowered to tackle this real and local problem using engineering design, a powerful practice gaining momentum and clarity through its prominence in the recent Framework for K-12 Science Education. Twenty classes of suburban sixth-graders participated in a new five-week Watershed

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Huelskamp, Lisa M. "The impact of problem-based learning with computer simulation on middle level educators' instructional practices and understanding of the nature of middle level learners." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242662952.

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Mills, Mary K. "Evaluation of a Remedial Educational Program at a Southern Suburban Middle School." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/985.

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No Child Left Behind (NCLB) mandates that students be measured yearly on standardized state tests, rather than on classwork, to show adequate academic growth. During the 2007--2008 school year, 38% of eighth graders in one state failed the math portion of the Criterion Referenced Competency Test (CRCT). The purpose of this quasi-experimental, pretest-posttest control-group study was to determine if there was a significant difference in CRCT scores between at-risk eighth-grade math students receiving instruction in (a) the Remedial Education Program (REP) and in (b) the regular program. The t

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Pinney, Brian Robert John. "Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4721.

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The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argument-based inquiry approach changes in whole-class discussion. Being that argument is explicitly called for in the Next Generation Science Standards and is currently a rare practice in teaching, many teachers will have to transform their teaching practice for inclusion of this feature. Most studies on Argument-Based Inquiry (ABI) agree that development of argument does not come easily and is only acquired through practice. Few studies have examined the w

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Rigelman, Nicole R. "Teaching Mathematical Problem Solving in the Context of Oregon's Educational Reform." PDXScholar, 2002. http://pdxscholar.library.pdx.edu/open_access_etds/1760.

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Implementation of Oregon’s Educational Reform Act (HB 3565 and HB 2991) provides the context for this inquiry as its emphasis on problem solving has impacted mathematics teaching and learning throughout the state. Even though all Oregon teachers are responding to the same policy, their goals in teaching problem solving vary. These goals and these practices are influenced by the way teachers view the role of problem solving in the curriculum. Further, their practice is influenced by their knowledge and beliefs about mathematics content, teaching, learning, and the reform policy. The questions a

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Salinas, Barrios Ivan Eduardo. "Embodied experiences for science learning| A cognitive linguistics exploration of middle school students' language in learning about water." Thesis, The University of Arizona, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3634266.

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<p> I investigated linguistic patterns in middle school students' writing to understand their relevant embodied experiences for learning science. Embodied experiences are those limited by the perceptual and motor constraints of the human body. Recent research indicates student understanding of science needs embodied experiences. Recent emphases of science education researchers in the practices of science suggest that students' understanding of systems and their structure, scale, size, representations, and causality are crosscutting concepts that unify all scientific disciplinary areas. To disc

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Seimears, C. Matt. "An exploratory case study : the impact of constructivist-based teaching on English language learners understanding of science in a middle school classroom." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/301.

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Abdi, S. Wali. "Science interests of sixth grade students." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/49911.

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Abstract:

Authors of some research studies and other concerned citizens have questioned the relevance and appropriateness of the teaching of science as it is currently done for the transescents in the middle schools. Some suggest that teachers merely attempt to teach scientific facts without regard for students' characteristics, needs, interests, and input. The premise that student input is desirable suggested the need for this investigation of the sixth grade science course. The purposes of this study were: 1. To determine the degree of interest expressed by students in ·topics and in specific items w

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