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Communicating Science to Impact Learning? A Phenomenological Inquiry into 4th and 5th Graders' Perceptions of Science Information Sources
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Gelmez Burakgazi, Sevinc; Yildirim, Ali; Weeth Feinstein, Noah – Journal of Science Education and Technology, 2016
Rooted in science education and science communication studies, this study examines 4th and 5th grade students' perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered…
Descriptors: Science Instruction, Grade 4, Grade 5, Elementary School Science
The Effects of a Kit-Based Science Curriculum and Intensive Science Professional Development on Elementary Student Science Achievement
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Young, Betty J.; Lee, Sharon K. – Journal of Science Education and Technology, 2005
The science achievement of 226 5th graders from districts that have a kit-based inquiry science curriculum supported by intensive professional development (PD) is compared with data from a group of 173 5th graders from other districts that use nonkit science materials and do not have systematic science PD for teachers. Within the kit-based…
Descriptors: Elementary School Science, Learning Modules, Professional Development, Elementary School Students