A constructivist-based instructional approach to help fifth-grade students improve selected elements of scientific literacy.

摘要

This quasi-experimental study was conducted to see whether a constructivist-based approach to science instruction could help fifth-grade students improve these elements of scientific literacy: the ability to use science ideas, processes, and inquiry; and the ability to see the relationship between science, technology, and society. This study sought to determine if a constructivist-based approach to science instruction could improve these elements of scientific literacy as evidenced by changes in these dependent variables: student ability to use science ideas, processes, and inquiry skills in the solution of real-world problems; student creativity; and student attitude.;The quantitative portion of the study used criterion-referenced assessments, norm-referenced assessments, and Likert surveys. Data collected using these instruments provided qualified support for the effectiveness of a constructivist-based approach to science instruction to improve student ability to use science processes and science inquiry, to improve student verbal creativity, and to improve student attitude toward science. The quantitative analyses provided data that do not support the effectiveness of a constructivist-based approach to science instruction to improve student ability to use science ideas or to improve student figural creativity.;The study provided descriptive elaborations of patterns and themes related to the dependent variables. The descriptive elaborative portion utilized transcriptions of videotaped lessons, teacher pre-post interviews, teacher/student/researcher journals, and student work as data sources to identify patterns and themes that were related to the dependent variables. In terms of application, the study found that students in classrooms that used a constructivist-based approach to science instruction were able to frame research questions, recognize blind alleys, and use science ideas, processes, and inquiry. With regard to creativity, students in classrooms that used a constructivist-based approach to science instruction demonstrated autonomy, took advantage of serendipitous situations, used local resources, and displayed diversity of projects. Patterns of student attitude in classrooms that used a constructivist-based approach to science instruction included student independence in conducting projects and positive feelings about science in class and outside of class.