Erin E. Peters
Third
Portfolio Review
I have written a draft of 5 chapters with the dissertation pilot I implemented in Spring of 2007.
Chapter 1 Draft
Chapter 2 Draft
Chapter 3 Draft
Chapter 4 Draft
Chapter 5 Draft
References
Appendix
On a larger scale, I am interested in developing research into the academic interactions in the classroom and their role in helping or hindering students from pursuing an interest in science. I feel that students often get turned off by science because they do not identify with the teacher or style of teaching that often occurs in science. Often science is taught as a body of knowledge and when students acquire the body of knowledge, they are "in the club" and succeed. I feel that if science were taught in a way that allowed students to understand how the knowledge was generated, they would identify more with the subject area and be more successful. This research agends is so broad, it could result in many years of research work.
Second Portfolio Review
Using my prelimary literature review as a foundation, I have incorporated relevant research articles to the document as I read. I will continue to add to my literature review throughout the next year. Click here to read what I have so far.
Since I have taken Qualitative Research Methods and Quantitative Research Methods, as well as being involved in several research projects, I am feeling more informed about how to design an independent research project. I plan on conducting a field test for a possible dissertation study, "Using the Nature of Science as a Metacognitive Resource." This study will be an experimental set up with 2 classes as the control and 2 classes with the intervention. The intervention is detailed in the lesson plan below. I plan to pre- and post-test the students with all of the measures. In this study I hope to answer the following questions: a) Will metacognitive prompts aid in student understanding of science content? b) Do students become more aware of the nature of science through metacognitive prompting? c) Will metacognition increase with the use of prompts based on the nature of science?
First Portfolio Review
As I am taking Quantitative Research Methods this fall, I will try to attach my research project for this class to an idea that I have for my dissertation. Since I am teaching 8th grade science full-time, perhaps I will look at my students' beliefs about science as a discipline. I want to find out if they had experiences where science was treated as factual information only and no mention of the epistemology of science was discussed.
Click here for some of my ideas for the initial stages of my dissertation planning.
I have written a draft of 5 chapters with the dissertation pilot I implemented in Spring of 2007.
Chapter 1 Draft
Chapter 2 Draft
Chapter 3 Draft
Chapter 4 Draft
Chapter 5 Draft
References
Appendix
On a larger scale, I am interested in developing research into the academic interactions in the classroom and their role in helping or hindering students from pursuing an interest in science. I feel that students often get turned off by science because they do not identify with the teacher or style of teaching that often occurs in science. Often science is taught as a body of knowledge and when students acquire the body of knowledge, they are "in the club" and succeed. I feel that if science were taught in a way that allowed students to understand how the knowledge was generated, they would identify more with the subject area and be more successful. This research agends is so broad, it could result in many years of research work.
Second Portfolio Review
Using my prelimary literature review as a foundation, I have incorporated relevant research articles to the document as I read. I will continue to add to my literature review throughout the next year. Click here to read what I have so far.
Since I have taken Qualitative Research Methods and Quantitative Research Methods, as well as being involved in several research projects, I am feeling more informed about how to design an independent research project. I plan on conducting a field test for a possible dissertation study, "Using the Nature of Science as a Metacognitive Resource." This study will be an experimental set up with 2 classes as the control and 2 classes with the intervention. The intervention is detailed in the lesson plan below. I plan to pre- and post-test the students with all of the measures. In this study I hope to answer the following questions: a) Will metacognitive prompts aid in student understanding of science content? b) Do students become more aware of the nature of science through metacognitive prompting? c) Will metacognition increase with the use of prompts based on the nature of science?
- Timeline for Field Test
- Assessment Matrix for Field Test
- Connecting Inquiry to Nature of Science to Metacognition
- Phase 1 - Observation
- Phase 2 - Emulation
- Phase 3 - Self-Control
- Phase 4 - Self-Regulation
- Lesson Plan without metacognitive prompts
- Lesson Plan with metacognitive prompts (4-phase EMPNOS)
- MOLES-S (Metacognitive Orientation)
- MONOS (Metacognition of the Nature of Science)
- SELF (Self-regulation and Self-Efficacy)
- VNOS-B (Views of the Nature of Science)
- Think Aloud Protocol for One Inquiry Module
- Focus Groups
- Student Work Products
First Portfolio Review
As I am taking Quantitative Research Methods this fall, I will try to attach my research project for this class to an idea that I have for my dissertation. Since I am teaching 8th grade science full-time, perhaps I will look at my students' beliefs about science as a discipline. I want to find out if they had experiences where science was treated as factual information only and no mention of the epistemology of science was discussed.
Click here for some of my ideas for the initial stages of my dissertation planning.
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