How does science learning occur in the classroom? Students' perceptions of science instruction during the implementation of the REAPS model

Maria P. Gomez-Arizaga*, A. Kadir Bahar, C. June Maker, Robert Zimmerman, Randal Pease

*Autor correspondiente de este trabajo

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

15 Citas (Scopus)

Resumen

In this qualitative study the researchers explored children's perceptions of their participation in a science class in which an elementary science curriculum, the Full Option Science System (FOSS), was combined with an innovative teaching model, Real Engagement in Active Problem Solving (REAPS). The children were capable of articulating views about their learning experiences during science classes. Meaningful experiences with deep levels of engagement were those that involved hands-on activities, such as experiments, provided by the FOSS curriculum; and problem-solving and model building, which were components of the REAPS model. Students' perceptions demonstrated in their drawings were similar to their interviews, which were evidence of their meaningful science learning experiences. Incorporating students' voices, as a type of feedback for teaching and learning, is important for teachers and practitioners; innovative pedagogical models contribute to meaningful and long-lasting science learning.
Idioma originalInglés
Páginas (desde-hasta)431-455
Número de páginas25
PublicaciónEurasia Journal of Mathematics, Science and Technology Education
Volumen12
N.º3
DOI
EstadoPublicada - 2016

Nota bibliográfica

Publisher Copyright:
© 2016 by iSER, International Society of Educational Research.

Palabras clave

  • Creative problem solving
  • REAPS model
  • Science learning
  • Science teaching
  • Students' voices
  • Teaching models

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