extra, extra…can you find the science? action research plan by: karisa andrianopoulos

Extra, Extra…Can You Find the

Science?

Action Research Plan By:

Karisa Andrianopoulos

Extra, Extra…Can You Find the

Science?

• Teaching two years at PHS• Teach Biology and Introduction to Physical Science (IPS)• Interest in IPS students

– Take IPS because it fulfills science credit to graduate– Primarily non-readers, disinterested in the information, and do

not see the relevance to their everyday life.

Area of Focus:

• The purpose of my study is to describe the effects of integrating nonfiction-reading selections, specifically newspaper and magazine articles, on student interest and practical application of science in everyday life.

Extra, Extra…Can You Find the Science?

• The student interest level in science.

• The practical application of science to every day life.

There are two main variables in this study.

Variables:


What is the effect of exposing students to science related nonfiction-reading selections concerning student level of interest and application to everyday life?

Research Question:


Review of Literature:

The reading war is a phrase used to describe the disagreements concerning the best way to teach children how to read (US Department of Education, 2001). There have been many battles since the late 1800s between the theorists and the academics with the classroom teachers go crazy trying to figure out which side of the coin is currently facing up (McCormick, 1999). Currently, there are over 10 million American schoolchildren classified as poor readers (Fletcher & Lyon, 1998). For over 25 years this number has not greatly changed (NAEP 1998 Reading Report Card). The ability to attain higher education, high-skilled jobs, and the chance to participate as an informed citizen to a great extent depends on school success, which is highly linked to the ability to read (Honig, 2001).


I will begin with a short survey that asks them questions about their reading preferences, time allotted to reading, and their initial thought concerning application of science to their everyday life. I will select articles from current newspapers and magazine articles and use them as pre-reading, while reading, and post-reading activities to science concepts. I will also use various articles with activities as my authentic assessments.

Intervention:


This idea will initially be used in my IPS class. My IPS class consists of fifteen to twenty-four sophomore students. I will use this action research with one class in the hopes of incorporating it into my other two IPS classes.

Membership:


Timeline:

September - October – Continue to find nonfiction articles and develop activities with handouts, collect data, ask students questions

- December – Modify initial intervention, continue to collect data, create time to review early analysis

January - – Develop presentation for other faculty members interested

July - – Find nonfiction articles, review literature in ERIC, develop research questions, and develop activities and handouts


Statement of Resources:

• I will also need access to the internet in order to provide applicable research to support my ideas.

• I will need access to at least one type of newspaper and magazine in order to locate articles.


1. Attendance – students will attend more often if they are interested

4. Student journals – the students will write a brief journal concerning the article

5. Portfolio – students will keep articles with journal entries following

6. Concept maps – students will fill out web activities as pre-reading, reading, and post-reading activities

Develop Data Collection Ideas:

2. Scores – include articles on tests – more interested = increased score

3. Participation – I will take notes and journal frequency of participation in discussions.


Wonderful things happened with the implementation of this new program.

1. Student attendance increased. 2. The assessment scores increased. 3. Students became more willing and happy to participate in group

discussion. 4. The students journal entries became clear and concise,

enjoyable to read, and correlated the article to a clear understanding of the applicable science material.

5. The portfolios showed an excellent example of their work while providing a showcase for the science material they have learned.

6. Concept mapping became an easier activity. As time progressed, they were able to complete them accurately in a shorter amount of time.

Analyze and Interpret Data:


The students gained an increase in knowledge and interest in science. They enjoyed the information that was taught and could correlate the relevance of science to their everyday life. They became more informed

and excited about science.

Findings:


Action Plan:

Summary of Findings and Research Questions

Action Targeted to Findings

Who is Responsible for the Action?

Who Needs to be

Informed?

Monitor Time-line

Resource

Increased Awareness

Increased Interest

Model finding articles in paper

Show scientific connect-ions

Teacher

Teacher & Students

Parents

Librarian

TeachersParentsStudents1. Observation2. Survey3. Artifacts

1st Sem. + Cont. 2nd Sem if successful 1st

News-papers and magazines w/ poss. Class-room set


• Based on the overwhelming positive results of my findings, I have decided to continue this program for next semester. I have also decided to incorporate my two other IPS classes. In March, I am planning on writing a proposal for a grant from our V.I.P. Booster Club. This would cover the cost of supplying a daily class set of newspapers allowing students the ability to look up their own articles.

Action Plan:

Citations:

• Fletcher, J.M. & Lyon, G.R. (1998). Reading: A Research-Based Approach. In What’s Gone Wrong in America’s Classrooms, ed. W.M. Evers, 49-90. Stanford, Calif.: Hoover Institution Press.

• Honig, B. (2001). Teaching Our Children to Read. Thousand Oaks, Calif.: Corwin Press.

• McCormick, S. (1999). Instructing Students Who Have Literacy Problems. 3rd edition. Columbus, Ohio: Prentice-Hall.

• NAEP Reading Report Card: See U.S. Department of Educaiton, Office of Education Research and Improvement, National Center for Education Statistics, 1999. The NAEP 1998 Reading Report Card for the Nation.

• U.S. Department of Education. (2001). How to Help Every Child Become a Reader. Indianapolis, In.: Your Domain Publishing.


extra, extra…can you find the science? action research plan by: karisa andrianopoulos

Documents

science credit

science concepts

science related nonfiction

physical science ipsinterest

nonfiction articles

reading report

reading war

reading preferences