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dc.contributor.advisor Reveles, John en_US
dc.contributor.author Wendorf, Melissa
dc.date.accessioned 2019-01-11T00:41:11Z
dc.date.available 2019-01-11T00:41:11Z
dc.date.copyright 2019 en_US
dc.date.issued 2019-01-10
dc.identifier.uri http://hdl.handle.net/10211.3/207653
dc.description.abstract With an emphasis on the Next Generation Science Standards (NGSS), this thesis examined traditional teacher centered versus student-centered science instruction in a fourth-grade elementary school classroom. As part of a two year study, the following variables were measured: (a) student academic achievement, (b) student motivation, and (c) student engagement. A total of sixty-eight fourth-grade students participated in this study. Throughout the 2017-2018 academic year, thirty-two students took part in the initial student-centered science class. During the 2018-2019 academic year, thirty-six students participated in a completely student-centered science classroom. Across both academic years, and during a twelve-week unit on Energy and Waves, students interacted in groups with weekly investigations, answered relevant questions, and participated in whole-class discussions. A comparison between eighteen students in the initial (2017-2018) student-centered (shifting from teacher-centered) classroom and eighteen students in the completely (2018-2019) student-centered classroom was conducted. Student data was collected in the form of (a) student science notebooks, (b) student science achievement scores, (c) interest in science surveys, and d) student motivation and engagement rubrics. Study results indicate that student academic achievement in science increased when the completely student-centered instruction was utilized. In addition, student motivation and engagement towards the content being taught increased when the completely student-centered approach to teaching science was used by the teacher. This study provides important findings regarding the transition from traditional teachercentered science instruction to the use of an NGSS oriented student-centered teaching approach.
dc.description.statementofresponsibility by Melissa Wendorf en_US
dc.format.extent xiii, 108 pages en_US
dc.language.iso en_US en_US
dc.publisher California State University, Northridge en_US
dc.rights.uri http://scholarworks.csun.edu/xmlui/handle/10211.2/286 en_US
dc.subject student-centered learning
dc.subject student-centered instruction in science
dc.subject inquiry-based science learning
dc.subject inquiry-based student-centered instruction
dc.subject traditional versus student-centered learning
dc.subject teacher-centered versus student-centered
dc.subject science instruction in elemetary school
dc.subject.other Dissertations, Academic -- CSUN -- Education -- Elementary Education. en_US
dc.title Shifting from Teacher-Centered to Inquiry-Based Student-Centered Science Teaching and its Impact on Student Achievement, Motivation, and Engagement in Fourth-Grade
dc.type Dissertation en_US
dc.date.updated 2019-01-11T00:41:12Z
dc.contributor.department California State University, Northridge. Department of Elementary Education en_US
dc.description.degree Ed.D. en_US
dc.contributor.committeeMember Kretschmer, David en_US
dc.contributor.committeeMember Brie, Raymond en_US
dc.rights.license By signing and submitting this license, you the author grant permission to CSUN Graduate Studies to submit your thesis or dissertation, and any additional associated files you provide, to CSUN ScholarWorks, the institutional repository of the California State University, Northridge, on your behalf. You grant to CSUN ScholarWorks the non-exclusive right to reproduce and/or distribute your submission worldwide in electronic or any medium for non-commercial, academic purposes. You agree that CSUN ScholarWorks may, without changing the content, translate the submission to any medium or format, as well as keep more than one copy, for the purposes of security, backup and preservation. You represent that the submission is your original work, and that you have the right to grant the rights contained in this license. You also represent that your submission does not, to the best of your knowledge, infringe upon anyone's copyright. If the submission contains material for which you do not hold copyright, or for which the intended use is not permitted, or which does not reasonably fall under the guidelines of fair use, you represent that you have obtained the unrestricted permission of the copyright owner to grant CSUN ScholarWorks the rights required by this license, and that such third-party owned material is clearly identified and acknowledged within the text or content of the submission. If the submission is based upon work that has been sponsored or supported by an agency or organization other than the California State University, Northridge, you represent that you have fulfilled any right of review or other obligations required by such contract or agreement. CSUN ScholarWorks will clearly identify your name(s) as the author(s) or owner(s) of the submission, and will not make any alterations, other than those allowed by this license, to your submission. en_US


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