Planning
Teachers attended an institute at MUN to review the process of action research. Release days enabled us to plan how we would work through the process of Action Research and how it would affect our teaching. We began our project by looking at the science curriculum guide and the provincial curriculum outcomes that we would focus on in this project. We considered our method of data collection in a primary science class, focused our lesson plans on the integration of science and processes across the curriculum with an emphasis on student questioning and then reflected on the ways science can be integrated in the grade 1 and 2 curriculum. The role of facilitator in the inquiry and engineering design process continued this year as we created a balance of skill and knowledge outcomes.
Release Time: Each teacher was provided with 7 release days to collaboratively research and plan their project. Some of this time was used to plan activities and new teaching methods that match our provincial outcomes. We also considered our method of data collection in a primary science class.
Release Time: Each teacher was provided with 7 release days to collaboratively research and plan their project. Some of this time was used to plan activities and new teaching methods that match our provincial outcomes. We also considered our method of data collection in a primary science class.
Research Questions
Student Question: How will using an integrated curriculum affect/ enhance student questioning?
Teacher Question: How will using an integrated approach affect my teaching today and in the future? What is an integrated approach in teaching?
Teacher Question: How will using an integrated approach affect my teaching today and in the future? What is an integrated approach in teaching?
Data Collection
Pretest
Student Question:
-To collect data we began by recording student response to activities that allowed for questioning. We observed student behaviour and noted the types of questions students were asking.
-To collect data we began by recording student response to activities that allowed for questioning. We observed student behaviour and noted the types of questions students were asking.
-There were several activities completed:
1) In a research project about bats students wrote a question they would like answered about bats 2)Attendance: During the attendance students were given opportunity to ask the teacher a question about her or anything they want. 3) Prior to reading Home for Hermit Crab by Eric Carle students were given opportunity to ask their wonderings about hermit crabs 4) Prior to reading The Little Knight Who Battled the Rain by Gilles Tibo, students were given opportunity to ask questions about water and the impact of water on material such as metal -This data was collected using work samples, video and observation. |
Teacher Question:
-To collect data we tracked the amount of science instruction on our long term lesson plans.
-To determine if science was an integrated and daily part of the primary classroom we analyzed the time in the schedule designated for science. On a 5 day cycle of 50 periods science was taught 4 periods and this was time often used to finish activities in other subject areas. It was difficult to prepare and complete science curriculum daily.
Teacher Question:
-To collect data we tracked the amount of science instruction on our long term lesson plans.
-To determine if science was an integrated and daily part of the primary classroom we analyzed the time in the schedule designated for science. On a 5 day cycle of 50 periods science was taught 4 periods and this was time often used to finish activities in other subject areas. It was difficult to prepare and complete science curriculum daily.
Implementation
Activities that were implemented in this action research project are outlined in detail.
-Integrated Inquiry activities are outlined under Little Scientist 2016-2017 link above.
-Integrated Design Process activities are outlined under Little Engineers 2016-2017 link above.
-Integrated Inquiry activities are outlined under Little Scientist 2016-2017 link above.
-Integrated Design Process activities are outlined under Little Engineers 2016-2017 link above.
Post Test
Student Question:
-Students were encouraged to ask questions throughout the activities. However, this was an area of the project that wasn't implemented as indepth as we had hope.
-This is an area we would like to investigate further.
-We would like to research the developmental level of questioning.
Teacher Question:
-Analysis of timetables, planning templates and plan books provided evidence of daily integration of science.
-Students were encouraged to ask questions throughout the activities. However, this was an area of the project that wasn't implemented as indepth as we had hope.
-This is an area we would like to investigate further.
-We would like to research the developmental level of questioning.
Teacher Question:
-Analysis of timetables, planning templates and plan books provided evidence of daily integration of science.
Results
Student Question:
-There was a significant difference in the ability of a grade one student and a grade two student to formulate questions.
-Grade Two students were better able to ask questions about life science than physical science.
-More data to be determined at a later date.
Teacher Question:
-Science activities were completed 3-4 times a week.
-When planning daily activities we were asking "what can we do in science related to this?" or thinking of a science connection to themes, stories and concepts.
-Science concepts connect to social studies lessons.
-Science and math concepts reinforced ideas from language arts.
-Science does not have to be elaborate to be effective.
-Science can be kept simple with very little preparation but effective.
-Many themes and stories indicate science outcomes. ie. Mystery of the Sinking Gulls, and Hickory's Problem.
-Science teachers should share ideas for effective planning.
-Pinterest is your best friend for science experiments. ie. Search Rosie's Walk + science
-There was a significant difference in the ability of a grade one student and a grade two student to formulate questions.
-Grade Two students were better able to ask questions about life science than physical science.
-More data to be determined at a later date.
Teacher Question:
-Science activities were completed 3-4 times a week.
-When planning daily activities we were asking "what can we do in science related to this?" or thinking of a science connection to themes, stories and concepts.
-Science concepts connect to social studies lessons.
-Science and math concepts reinforced ideas from language arts.
-Science does not have to be elaborate to be effective.
-Science can be kept simple with very little preparation but effective.
-Many themes and stories indicate science outcomes. ie. Mystery of the Sinking Gulls, and Hickory's Problem.
-Science teachers should share ideas for effective planning.
-Pinterest is your best friend for science experiments. ie. Search Rosie's Walk + science