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PUBLICATIONS

Examining Science Inquiry Practices in the Elementary Classroom through Science Notebooks

Current research and reports on classroom practice indicate an ongoing need for professional development in elementary science education. The purpose of this research is to investigate the efficacy of science notebook analysis as a vehicle for informing this professional development, with a particular emphasis on guiding teachers in using student-produced graphics more effectively. A purposeful sample of 32 science notebooks from a single elementary school were analyzed for graphic content based on a research-based taxonomy. The results of the analysis show a non-uniform distribution of graphic production across stages of the inquiry. The graphics produced were also largely teacher-driven and represented concrete, macro-scale, real-time phenomena. The paper concludes that this analytic approach has considerable value in informing elementary science professional development.

Improving Early Spatial Intelligence Through Science Notebook Graphic Production: Effective Elementary Classroom Practices

Research suggests that spatial intelligence is a central ability for science understanding and needs to be developed starting in early childhood education. Research has indicated there is a positive connection between student-generated graphics as part of science inquiry activities and conceptual learning of the relevant science topics and that the development of general spatial intelligence through these activities is a mediating factor. However, there is little evidence that student generated graphics are effectively supported in existing elementary science curricula. Indeed, the observed use of the science notebook in science classes suggests that the potential of graphic production in science elementary science education has not been effectively leveraged. The initial phase of the reported project work involved extensive observations of elementary science classroom practice with particular attention to how graphics were (or were not) being used in conjunction with science notebooks as part of science inquiry activities. This effort included assessment of the science kits being used in the classroom, notes on teacher practices, and the collection and coding of student produced graphic artifacts. This data will be used to answer research questions on the role of graphics in student-student and student-teacher discourse in the classroom and the relative efficacy of student-generated vs. teacher-presented graphic representations as they both relate to the development of spatial intelligence and science learning.

PROJECT TEAM