Semester

Spring

Date of Graduation

2024

Document Type

Dissertation

Degree Type

PhD

College

College of Applied Human Sciences

Department

Curriculum & Instruction/Literacy Studies

Committee Chair

Melissa J. Luna, Ph.D

Committee Member

Samuel F.Stack Jr., Ph.D.

Committee Member

Johanna Bolyard,Ph.D

Committee Member

Janet Walkoe, Ph.D.

Abstract

This qualitative practice-based study explores the efficacy of reformed-based science teaching approaches in fostering meaningful student engagement within elementary science classrooms, framed within the science-as-practice paradigm. Utilizing three theoretical frameworks, the Next Generation Science Standards (NGSS) and Ambitious Science Teaching (AST), and the Teacher Noticing, this research investigates how these frameworks influence student engagement in scientific disciplinary practices. The study draws on data from an NSF-funded project on teacher noticing in fifth-grade classrooms in West Virginia. Through a practice-based research approach, the relationship between teachers’ pedagogical practices and student engagement in science and engineering practices as outlined by NGSS and facilitated through AST is analyzed. The study aims to bridge the gap in understanding how teachers’ support of science-as-practice impacts students’ engagement, utilizing Teacher Noticing to connect teaching moves with student activities in science classrooms. Chapter 1 introduces the study, outlining the motivation and theoretical grounding. It discusses the potential of reformed-based teaching to advance knowledge and practice in elementary science education, focusing on the importance of classroom interactions and the developmental stages of learning. Chapter 2 reviews relevant literature, detailing historical reforms and theoretical perspectives in science education, including constructivist theories, knowledge in pieces, and the situated cognition framework. Chapter 3 describes the study’s methodology, focusing on a practice-based research approach that links teacher knowledge to the classroom setting, employing a comprehensive analysis of teaching practices. Chapter 4 presents the findings, exploring the connection between teacher noticing, pedagogical strategies, and student engagement in science practices. Chapter 5 discusses these findings, suggesting implications for teacher education and future research, aiming to enhance the implementation of science-as-practice in education. This study aims to fill the knowledge gap regarding the interplay between teacher pedagogical practices and student engagement in science, offering insights into the challenges and opportunities within the science-as-practice approach. Insights derived from this research are expected to inform more effective elementary science teaching strategies and contribute to ongoing educational reforms.

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