Campus Location
Abilene Campus
Date of Award
Spring 5-12-2018
Document Type
Manuscript
Department
Teacher Education
Degree Name
Master of Education in Teaching and Learning
First Advisor
Dana Mayhall
Second Advisor
Andrew Huddleston
Abstract
Too often, science is pushed toward the bottom of the priority list when it comes to teaching in elementary schools. Focusing on student and teacher perceptions, the researcher of this study wanted to know how this theme or attitude would shift if science became a higher priority in the classroom, for both students and teachers. What do students see as the most important when it comes to engagement and construction of their own learning in science instruction using the Science by Month curriculum? Data was collected for five weeks through student and teacher surveys, interviews, and observations. The constant comparative method was used to analyze the data, along with level I and level II coding. The findings pointed toward the importance of connections, community, intentional time, access to real things, and opportunities for student ownership. There was an overall attitude of positivity found toward the engagement and mastery of content by both students and teacher.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Pretiger, Corinne, "Engagement in Science Instruction in a First-Grade Classroom" (2018). Masters of Education in Teaching and Learning. 6.
https://digitalcommons.acu.edu/metl/6
Included in
Elementary Education Commons, Elementary Education and Teaching Commons, Science and Mathematics Education Commons